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TEACHING THE CHILD 
PATRIOTISM 



VALUABLE and INSTRUCTIVE 
BOOKS 

By Well-Known Writers 



THE CORRECT THING 

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MY BOY AND I 

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PRACTICAL SEWING AND DRESSMAKING 
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The most complete work ever written on 
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THE PAGE COMPANY 
53 Beacon Street, Boston, Mass. 



TEACHING THE CHILD 
PATRIOTISM 



BY 

KATE UPSON CLARKE 

Author of "The Dole Twins,** etc. 



fflxtil a 3FnmttBpt*r* by 
HARRIET O'BRIEN 




THE PAGE COMPANY 
BOSTON .\ MDCCCCXVIII 



5<< 
C 6 * 



Copyright, igi8, by 
The Page Company 



/4// rights reserved 



First Impression, October, 1918 



f QC\J 508027 

NOV -2 1918 



CONTENTS 

CHAPTER PAGE 

I The Appeal to History .... i 
II The Patriotism of Peace ... 22 

III Personal Responsibility in Politics 42 

IV Teaching the Meaning of De- 

mocracy 61 

V Sacrificing for Patriotism ... 76 

VI Patriotism and Health .... 93 

VII Work as a Vital Part of Patriot- 
ism in 

VIII A Patriot's Manners and Morals 130 

IX The Patriot's Religion and Ideals 147 



TEACHING THE CHILD 
PATRIOTISM 



££= 



CHAPTER I 

THE APPEAL TO HISTORY 



Let us suppose for a moment that any set of 
men could succeed in sweeping away from them 
all the influences of past ages. Suppose a race 
of men whose minds had been suddenly deadened 
to every recollection — can we imagine a condi- 
tion of such utter confusion and misery ? — Frederic 
Harrison. 

W E have been lately told by one of our 
foremost educators that "the best schools 
are expressly renouncing the questionable 

[ i ] 



Teaching the Child Patriotism 

duty of teaching patriotism by means of 
history." 

To some of us who have brought up 
children, this startling statement came 
like a bomb. If history is to be used, 
as it certainly is used, in many of our "best 
schools," in the teaching of political econ- 
omy, sociology, philosophy, psychology, 
biology, religion and nearly everything 
else, why should we not use it also in 
teaching a child the value of his own 
country, how dearly it has been bought, 
and his duty to serve it? 

When anybody undertakes to prove 
that a child who hears, for instance the 
story of the six "leading citizens" of Ca- 
lais offering their lives for the redemp- 
tion of their city, does not feel a deeper 
sense of patriotism after it, he must prove 



The Appeal to History 



that the children whom most of us know 
are exceptional. 

See the widening eyes and working fea- 
tures of children listening to a spirited 
reading of "Horatius at the Bridge," or 
"Herve Riel," or the story of Nathan 
Hale. 

Your "educator" may say that all this 
means merely an "emotional spasm." 
What is that but interest or enthusiasm? 
And what is more potent in moving the 
will? 

Most of our intelligent mothers can 
testify that there seems to be nothing 
which more rouses a child's loving con- 
sciousness of his own land, and more en- 
kindles a desire to do something for it, — 
even to die for it — than listening to these 
fiery old tales of exalted patriotism. 

[3 ] 



Teaching the Child Patriotism 

In an eloquent panegyric upon the in- 
fluence of a knowledge of history, Presi- 
dent Woolley of Mt. Holyoke College 
says: "It is a circumscribed life which 
has no vision into the past, which is fa- 
miliar only with present conditions and 
forms of government, manners, customs 
and beliefs. Such a life has no back- 
ground, no material for comparisons, no 
opportunity to learn from the mistakes 
of others, nor from their achieve- 
ments." 

And, in re-inforcement of the conten- 
tion that much besides general culture 
and useful information is gained from the 
study of the past, and especially from the 
study of the classics, Senator Henry Cabot 
Lodge during a recent session of the New 
York Latin Club uttered a strong plea for 

[4] 



The Appeal to History 



the study of Latin and Greek, as an incen- 
tive to patriotism. 

"It is impossible," he said, in effect, 
"to read of 'the brave days of old,' of 
Marathon and Salamis, of Martius Cur- 
tius, Lycurgus and a hundred others of 
the heroes of Greece and Rome, without 
a sense of the glory of living and dying 
for one's country. All children should 
be made familiar with them, and espe- 
cially with the ringing lines and sound 
patriotism of the Iliad. They not only 
teach patriotism, but many of the other 
higher virtues, and in such an interest- 
ing way that children want to hear the 
stories over and over. Thus their lessons 
become indelibly impressed upon young 
minds/' 

But one of the hard truths which should 

[ 5 ] 



Teaching the Child Patriotism 

be taught in connection with these tales 
of heroism, is the fact that by far the 
greater number of splendid sacrifices for 
one's country are never heard of. Cin- 
cinnati, Hector, Ajax, Pheidippides, 
have come to fame, which is generally 
considered reward enough for any hard- 
ship; but most of the world's heroes 
are unknown or forgotten. Every soldier 
can relate courageous deeds which he has 
witnessed but which live only in his mem- 
ory or in those of his comrades. In fact, 
we are told that heroism is so common in 
the present war that almost every soldier 
deserves a medal. 

An interesting instance of obscure 
heroism is quoted by Miss Repplier from 
Sir Francis Doyle: 

"Dr. Keate, the terrible head-master of 
[6] 



The Appeal to History 



Eton, encountered one morning a small 
boy crying miserably, and asked him what 
was the matter. The child replied that 
he was cold. 'Cold!' roared Keate. 
'You must put up with cold, sir! You 
are not at a girls' school.' 

"The boy remembered the sharp ap- 
peal to manhood; for fifteen years later, 
with the Third Dragoons, he charged at 
the strongly intrenched Sikhs (thirty 
thousand of the best fighting men of the 
Khalsa) on the curving banks of the 
Sutlej. And, as the word was given, he 
turned to his superior officer, a fellow- 
Etonian, and chuckled, 'As old Keate 
would say, "This is no girls' school," ' and 
rode to his death on the battlefied of So- 
braon, which gave Lahore to England." 

Thus does the true hero lay down his 

[7] 



Teaching the Child Patriotism 

life, cheerfully and unrewarded, for his 
country. 

The anonymous hero, so numerous and 
so grand, is well typified also by Brown- 
ing's "Echetlos," "The Holder of the 
Ploughshare." This can be so read that 
even children of eight or ten can take it 
in. 

One wishes that a real historical event 
were commemorated in Browning's 
"How They Brought the Good News 
from Ghent to Aix" ; but it has the heroic 
ring, and fires the young imagination as 
well, perhaps, as "An Incident of the 
French Camp," which is said to be true, — 
another story of an unnamed hero. 

It will interest those same children to 
hear Browning's ballad of "Pheidip- 
pides," who did 

[8] 



The Appeal to History 



" — his part, a man's, with might 

And main, and not a faintest touch of fear." 

The story should be told before the 
poem is read. 

It is a pity that Napoleon III proved 
to be such a small man; for Mrs. Brown- 
ing made some wonderful lines about him, 
which might well be read to children for 
the promotion of patriotism. In "Casa 
Guidi Windows" occur some of the finest 
lines for the awakening of true patriotism, 
that can be found in our language, yet 
they are seldom mentioned by writers on 
this subject. The best should be read, a 
few at a time, often in the family circle. 

From the history of the Crimean War 
many striking tales of patriotism can be 
culled, such as incidents in the life of 
Lord Raglan and the careers of the won- 

[9] 



Teaching the Child Patriotism 

derful Napiers, who were connected even 
more closely with the Peninsular War. 
Girls will especially find joy and inspira- 
tion in the story of Florence Nightingale. 
Boys and girls alike will revel in Mrs. 
Laura E. Richards' charmingly written 
"Life" of that heroine. 

It is the fashion to speak rather slight- 
ingly of the patriotic poems which were 
thundered from the old lyceum-platforms 
by our forefathers, but many of them nat- 
urally possess the spirit of the first pa- 
triots, and thus are of especial value to our 
children. It goes without saying that 
every child should early become familiar 
with the lives of George Washington and 
Abraham Lincoln. Show them that such 
men "set the pace" for America, and 
taught us what true patriotism really is. 
[ io ] 



The Appeal to History 



Washington's Farewell Address should 
be read often in every American Family, 
and portions of it should be known by 
heart to every American child. So 
should Lincoln's Gettysburg Address, as 
well as portions of his other great 
speeches. The stories should be often re- 
hearsed to them of Joseph Warren, Israel 
Putnam, John Paul Jones, Decatur, Mar- 
cus Whitman, Grant, Sherman, Sheridan, 
Lee, Jackson and our other heroes of war 
and peace. Many of their achievements 
have been celebrated in worthy verse. 
The great orations of Daniel Webster, 
Edward Everett, Wendell Phillips, Wil- 
liam Lloyd Garrison and others, and the 
magnificent state papers of Woodrow 
Wilson, are well calculated to stir the 
spirit of true patriotism in the hearts 

[ ii ] 



Teaching the Child Patriotism 

of noble children, and they should not 
be ignorant of those splendid composi- 
tions. 

A year or more before the great war, a 
young man was speaking lightly one eve- 
ning of "all this sentimental rot about 
'love of country' "; how it showed "that 
a man hadn't traveled," and is "provin- 
cial." He spoke in the tone affected by 
a certain class of blase, hypersophisticated 
youths, who might well be punished by 
the same means that were used for Ed- 
ward Everett Hale's "Man Without a 
Country," — another book which all older 
children should know. 

The boy had recently returned from a 
long sojourn abroad. His mother was 
horrified to hear his words, though she 
had detected an unsoundness in his views 

[ 12] 



The Appeal to History 



ever since he had come back. Still, she 
said nothing at the moment. She wanted 
to think it over. 

One evening shortly afterward the fam- 
ily were assembled on the broad porch. 
Several guests were present. It was 
warm, but a soft breeze blew in from the 
moonlighted Hudson just below them. 
Some one suggested that it was just the 
time for poetry. Why should not every 
one recite his favorite poem? 

They began. One gave Rudyard Kip- 
ling's stirring "Song of the English.' 1 
Another followed with a portion of 
Tennyson's "Ode on the Death of the 
Duke of Wellington," beginning with the 
familiar words, 

"Not once nor twice in our rough island story, 
The path of dutv was the way to glorv," 

C 13 ] 



Teaching the Child Patriotism 
and ending with the fine repetition, 

"And keep the soldier firm, the statesman pure; 
Till in all lands and through all human story, 
The path of duty be the way to glory." 

, By this time, the party of eight or ten 
cultivated people were all plainly af- 
fected. The one who sat next said, "I 
was going to recite The Antiseptic Baby,' 
— and, of course, that is always good, but 
it doesn't seem to chime in with our mood 
to-night. I used to know Daniel Web- 
ster's great speech on the Constitution. 
Maybe I can recall it," and slowly he 
rolled forth the stately words. 

When the mother's turn came, she 
begged them not to groan if she should 
give them a very well-worn selection, and 
started out upon Walter Scott's, "Lives 
There a Man with Soul so Dead." 
[ Hi 



The Appeal to History 



There was some derision in the laugh 
which greeted her first words, but all were 
soon caught in the swirl of the great senti- 
ment, and when she came to the line "Un- 
wept, unhonored and unsung," there was 
long applause, the blase youth joining in 
most heartily of all. 

"That's an old corker, isn't it, mother!" 
he cried. "I'd forgotten that it was so 
lively. There's a lot in it." 

She knew that his ideas were being 
cleared. 

All of this heroism and love of country 
is represented by our flag. Its meaning 
should be explained to our children. 
Teaching them to salute it, and to repeat 
the words which go with the salute, be- 
comes a mere form unless they understand 
its deeper significance. Henry Ward 

[ 15] 



Teaching the Child Patriotism 

Beecher once gave a noble interpretation 
of it, which has been amplified by Secre- 
tary Franklin K. Lane in an address to 
the employees of the Department of the 
Interior. Only a few words of it can be 
given here, but your children should hear 
or read them all. 

The Flag seemed to say to him : u The 
work that we do is the making of the Flag. 
I am not the Flag at all. I am but its 
shadow. I am all that you hope to be 
and have the courage to try for. 

"I am the day's work of the weakest 
man and the largest dream of the most 
daring. I am the Constitution and the 
courts, statutes and statute-makers, sol- 
dier and dreadnaught, drayman and 
street-sweep, cook, counselor and clerk. 
I swing before your eyes as a bright gleam 
[ 16] 



The Appeal to History 



of color, the pictured suggestion of that 
big thing which makes this nation. My 
stars and stripes are your dream and your 
labors. They are bright with cheer, bril- 
liant with courage, firm with faith, be- 
cause you have made them so, — for you 
are the makers of the Flag." 

This is no mere sentimental fancy. 

The thrill of the flag is best understood 
by those who have seen it on a foreign 
shore; but the deepest thrill of all comes 
on beholding the flag which bears the 
marks of shot and shell 

A little boy of six, who had been con- 
sidered in his family as unemotional, was 
one day riding with his mother past a 
public building, gaily decorated with 
bunting. Among the unstained banners 
above the entrance hung a cluster of old 

[17] 



Teaching the Child Patriotism 

battle-flags. The child gazed at them 
with the greatest interest. Then he 
turned suddenly to his mother. 

"Which do you like best, mother?" he 
asked. "The bright new flags, or the 
old, ragged flags that have been in the 
battle?" 

"Which do you like best?" she said. 

"Oh," he replied, while his little lip 
quivered, "I like best the old, ragged 
flags that have been in the battle, — don't 
you?" 

This child had been brought up from 
infancy upon the stories and poems of the 
patriots of the past, but he had never 
shown before such a marked effect from 
them. This effect grew with his years. 

The most stolid and selfish child can 
be made into a fervid patriot, I firmly be- 
[ 18] 



The Appeal to History 



lieve, by a proper use of the great pa- 
triotic literature. 

Until within a short time, some of us 
have deprecated the idea of filling the 
minds of our children with visions of kill- 
ing and of killers, however brave and 
noble. But we have learned that, as long 
as there are barbarians in the world 
threatening to overwhelm civilization, the 
arts of war must still be practiced. His- 
tory has described civilizations as good 
as ours, perhaps better, which were de- 
stroyed by barbarians, physically stronger 
than the gentler races which they at- 
tacked. So long as powerful tribes exist, 
covetous of the wealth and the territory 
of their neighbors, and willing to trample 
down everybody and everything else to 
get them, what can we do but fight? 

[ 19] 



Teaching the Child Patriotism 

" 'Tis man's perdition to be safe, 
When for the truth he ought to die." 

That means, in the terms of to-day, that 
we must still sing to our children the glo- 
ries of war. Americans properly hate 
war. It is antiquated, out of date, — ut- 
terly opposed to the spirit of the twentieth 
century. We should bring up our chil- 
dren to see that it is just that, and that we 
are fighting now simply because other- 
wise barbarism would overspread the 
world, — a barbarism which includes au- 
tocracy and militarism as its chief fea- 
tures, two elements which are intolerable 
in a world of democracy. 

And yet war is often a purifying fire. 
It has its noble and uplifting side. This 
is the side which is emphasized in the 
heroic tales which have been mentioned, 

[20] . 



The Appeal to History 



and which makes for the development 
of patriotism in the child and in the 
man. 



[21 ] 



CHAPTER II 

THE PATRIOTISM OF PEACE 

The great mind knows the power of gentleness — 
Only tries force because persuasion fails. 

— Robert Browning. 

L HE patriotism of war is far easier to 
teach than the patriotism of peace. When 
bands are playing and the love of adven- 
ture is calling, men find it easy to march 
away to battle for their country, and boys 
and girls throb through all their young 
beings to do something for it. 

But when men are staying at home, 

[ 22 ] 



The Patriotism of Peace 



with comfort beckoning; with the gov- 
ernment jogging along and getting the 
main things done somehow or other, un- 
der the guidance of professional politi- 
cians; and with one's personal affairs re- 
quiring apparently the application of all 
one's mortal powers, — then patriotism 
needs a spur. 

It was of such "piping times of peace" 
that Goldsmith wrote: 

"111 fares the land, to hastening ills a prey, 
Where wealth accumulates and men decay." 

The task set forth before the conscien- 
tious citizen then is to keep alive in him- 
self the clear torch of patriotism, — which 
simply means the duty to sacrifice as 
freely, in proportion to the need, in time 
of peace as in time of war. 

[23 ] 



Teaching the Child Patriotism 

It is the difficulty of this task, seldom 
yet accomplished, which has led to the 
many eloquent panegyrics, in all lan- 
guages, upon war as necessary to the very 
existence of a nation. Several entire 
books have been written to prove that 
sordidness and selfishness always possess 
and soon destroy a nation which does not 
have frequent wars. The philosophy of 
Nietzsche is largely founded upon this 
theory. Treitschke and Bernhardi fol- 
low him closely. Even De Quincey, Rus- 
kin, and others from among our best Eng- 
lish writers, subscribe to this monstrous 
doctrine, and it is true that there is plenty 
of support for it in history. 

But we Americans have always be- 
lieved in brains rather than brawn for the 
settlement of international as well as per- 

[2 4 ] 



The Patriotism of Peace 



sonal controversies. The duel has been 
banished from our country as an an- 
tiquated means of adjusting the quarrels 
of individual men, and logic requires that 
a similar course be pursued toward quar- 
rels on a larger scale. Because we have 
been obliged to lay aside temporarily our 
convictions in order to save ourselves and 
the right, from a mad dog of a nation, 
which threatens to overthrow civilization, 
does not mean that we have given up our 
ideals. If the American nation stands for 
anything, it stands for peace, though we 
can and will fight if liberty and right are 
threatened. 

In the study of the Iliad which has been 
suggested, the words which Agamemnon 
speaks to Hector should be especially 
commended to children: 

c 25] 



Teaching the Child Patriotism 

"Cursed be the man, and void of law and right, 
Unworthy property, unworthy light, 
Unfit for public rule or private care, 
The wretch, the monster, who delights in war, — 
Whose lust is murder, and whose horrid joy, 
To tear his country and his kind destroy." 

But in the face of the almost universal 
testimony against it, all of us should real- 
ize that extraordinary pains must be taken 
to inculcate the truth, and live it, that 
high patriotism can be kept alive in peace 
as well as in war. 

Precept alone goes not very far in any 
line, and less, perhaps, in this, than in any 
other. The study of history and a little 
of the most modern literature, helps. 
Classical literature, in all languages, 
preaches with frightful unanimity, the 
necessity and the nobility of war. In the 
religion of Rome, Mars received ten times 

[ 26] 



The Patriotism of Peace 



more homage than did Jupiter. The 
book and the precept must not be neg- 
lected, but your chief weapon in teaching 
your child the patriotism of peace must be 
the deed. You must set a strenuous ex- 
ample, or else all your words will pass 
like the whistle of the wind. 

In President Hadley's inaugural, he as- 
serted that the main object of education is 
to make good citizens, — which is, per- 
haps, only another way of saying that the 
chief object of education is to make pa- 
triots. 

He was talking of the education of the 
schools; but Emerson somewhere says, in 
effect, that though we send our children to 
the schoolmaster, it is, after all, their en- 
vironment which does most of the educat- 
ing. 

[27] 



Teaching the Child Patriotism 

Emerson speaks of the shop-windows 
along the child's w&y; but it is his home 
which forms the most influential factor 
in his environment; and the part of the 
home usually dearest to him is his mother. 
It is a common saying, especially in our 
cities, that fathers see their children only 
when they are asleep, leaving them at 
breakfast-time, and returning after they 
have gone to bed. Up to the age of 
twelve, or thereabout, children should 
retire shortly after eight o'clock. Dur- 
ing the next few years, even though 
they sit up later, they generally have to 
study. Thus, during their formative 
period, it is upon the mother that the 
home training of the children chiefly 
devolves. 

A distinguished clergyman in a public 

[ 28] 



The Patriotism of Peace 



address once eulogized his mother. He 
attributed to her every virtue and a won- 
derful mind. He was a violent anti-suf- 
fragist, and supposed that he was present- 
ing a strong argument for his side when 
he said, "But though my incomparable 
mother counseled us upon almost every 
subject that could engage our attention, 
she never mentioned to us the subject of 
politics." 

Had he not struck, perhaps, the main 
reason for the corruption of our politics? 
The fathers have no chance to instruct 
their young children in the rudiments of 
politics, — yet those children ought to be 
so instructed by somebody. They get lit- 
tle or nothing of it in school. If their 
mother does not teach them something 
about it, they will probably grow up igno- 

[29] 



Teaching the Child Patriotism 

rant of many of its snares and its oppor- 
tunities. 

To-day the anti-suffragists are wiser. 
They say that women should understand 
civic duties and should canvass them 
thoroughly with their children. The 
sin and the shame come only, in their 
opinion, when women actually vote for 
the best men and women to fill the offices. 

The case is as if a woman should fur- 
nish a house, supplying its kitchen with 
every facility for cooking and cleaning; 
fitting its dining-room with the proper 
linen, silver and china; arranging its bed- 
rooms for comfortable sleep ; making its 
parlors beautiful for guests; and then, 
though she has known so well the needs of 
a household and how to provide for them, 
she draws back from the responsibility of 

[30] 



The Patriotism of Peace 



running her model house, as if to say: 
"My sisters and I are not competent to 
manage this house. You men are far 
abler. Please make and enforce all the 
rules to govern it." 

Let the men and the women work to- 
gether, dividing the responsibility accord- 
ing to the fitness of each individual. 
There are stupid men and stupid women 
and there are bright men and bright 
women. Women are human beings be- 
fore all else and all human interests are 
their interests. There is among us too 
much of cowardice and laziness, posing as 
hyper-refinement and modesty. Women 
as voters, "weavers of peace," as the old 
Saxons called them, are bound to be 
a helpful force in many departments, 
and especially in this great work of 

[31 1 



Teaching the Child Patriotism 

establishing universal peace, and 
teaching men how to use it. They 
should begin with the child in its 
cradle. 

For, let us repeat, it cannot be too 
strongly impressed that the underlying 
and fundamental principles of politics 
must be taught by the mother, if they are 
taught at all; and like everything else 
that is good, they can be and should be 
taught. It does not seem to be gener- 
ally understood, but it is a fact, that a 
training in politics is possible, and if our 
great experiment in government is to suc- 
ceed, such a training should be given to 
every child, and the mother seems to be 
the natural, and often the only person to 
give it. 

A mother was one day walking along 

[ 32 ] 



The Patriotism of Peace 



the streets of the great city in which she 
lived, when she saw that a new liquor- 
saloon had been opened within two blocks 
of her home. 

"Oh, dear!" she said to her little boy 
of eight, who held her hand, "Here is 
another saloon, — another place where 
men will spend their money foolishly and 
perhaps become drunkards, — and so near 
our own home! We have never had one 
so near before." 

As she spoke, two men staggered out 
from the saloon-door and made their way 
unsteadily along the sidewalk. The child 
had never seen a drunken man before. 
His eyes widened with horror and an ex- 
pression of utter disgust settled upon his 
eager little face. 

"Why do they let 'em do it!" he burst 
[ 33 ] 



Teaching the Child Patriotism 

forth. "Aren't there any Christians in 
Congress?" 

It was plain that ideas of law and re- 
straint, and of the difference between good 
government and bad government, were 
struggling for form and coherence in the 
child's mind. 

The mother seized her opportunity. 
She explained briefly some of the evils of 
the saloon; the meaning of "high license" 
and "prohibition," and something of the 
arguments on both sides; how most good 
people agree that the saloon, as at present 
conducted, is a cancer on the body politic, 
and how the chief disagreement is con- 
cerning the best ways of controlling or 
suppressing it; how the liquor men are 
active in politics, while the temperance 
men are so busy with their own affairs, 

[34] 



The Patriotism of Peace 



and usually so contemptuous of legisla- 
tures, that they do not look carefully after 
the laws; how voters are often bribed; 
and as many more details as the boy 
seemed to want to hear. 

He listened closely and asked many in- 
telligent questions. He had received a 
lesson in politics which he did not forget, 
as his chance remarks showed for months 
afterward. He talked the matter over 
with his younger brothers, and they, too, 
began to ask questions. During the next 
few years that mother gave her boys brief 
talks on arbitration, the tariff, public edu- 
cation and its bearing on democracy, 
street-cleaning, road-making, silver and 
gold money, and many other topics of cur- 
rent politics. She was careful never to 
force them, for she knew that it is only 

[ 35 ] 



Teaching the Child Patriotism 

when the mood is upon him that a boy 
likes to discuss serious subjects. The 
terms she used were of the simplest; and 
her husband, who was deeply interested in 
her efforts, and helped her whenever he 
could, supplied her with many illustra- 
tions, such as children could understand. 
Especially did she impress upon her chil- 
dren's minds the true and striking saying 
of a great Frenchman, that "governments 
are always just as bad as the people 
will let them be"; and that, as a part 
of the people, it was their duty to see 
that the government was made and kept 
good. 

By "line upon line, precept upon pre- 
cept," knowing that opinions are formed 

"As boys learn to spell, — 
By reiteration chiefly." 

[36] 



The Patriotism of Peace 



this mother tried to impress upon those 
children the duties of good citizenship. 
They are grown up now and show the ef- 
fects of their training. 

Many of us feel that more upon the sub- 
ject of politics, — again we should remind 
ourselves that politics and patriotism are 
very nearly the same thing, — might easily 
and properly be taught in our public 
schools; for the foundation principles of 
politics are only those of ordinary ethics. 
In this way, morality, which is far more 
necessary than book-learning for the per- 
petuity of our institutions, would take that 
dominant place in our educational system, 
so strongly advocated by that prince of 
educators, Horace Mann. "Among all 
my long list of acquaintances," he says, "I 
find that for one man who has been ruined 

[37] 



Teaching the Child Patriotism 

for want of intellectual attainments, hun- 
dreds have perished for want of morals. 
And yet we go on bestowing one hundred 
times more care and pains and cost on the 
education of the intellect than on the cul- 
tivation of the moral sentiments and the 
establishment of moral principles." He 
insists that morals should be regularly 
taught, and not "left to casual and occa- 
sional mention." 

Thus broad and clear ideas of perfect 
honesty, with Abraham Lincoln and 
other good and great men as examples, 
form the foundation of clean politics, and 
should be impressed upon the children in 
our schools. The daily papers often de- 
scribe shining instances of this cardinal 
virtue. 

Suppose that a theater is burned and 

[38] 



The Patriotism of Peace 



many lives lost. Laws may have been 
passed for the safeguarding of theaters, 
but the manager of this house disregarded 
them in order to save a few dollars. 
There is a chance to impress regard for 
law and its enforcement. 

Or suppose that bribery is under dis- 
cussion. Here is a true story of the way 
in which its devious methods were im- 
pressed upon the mind of a small boy: 

He was stopping with his mother in a 
country town, when the tailor of the place, 
in speaking of the day's voting, remarked : 
"I don't gen'ally vote, but I did to-day, 
because they sent a carriage up from the 
Center for me. It takes time to vote and 
'tain't much use. What does one vote 
amount to anyway? But when one of the 
bosses is anxious enough to come an' git 

[39] 



Teaching the Child Patriotism 

me, why, then I'll vote, or if they'll give 
me my fare on the cars." 

"Why," said the boy quickly, "isn't that 
bribery?" 

"Lord, no!" said the man, shuffling 
about uneasily. "That jest pays me for 
my time an' trouble. I don't git nothin' 
for my vote/' 

Sophistries like this should be imme- 
diately made clear to the child. It would 
probably be impossible to show them to 
that tailor. 

"Our Revolutionary fathers," said 
Horace Mann again, "abandoned their 
homes, sacrificed their property, encoun- 
tered disease, bore hunger and cold, and 
stood on the fatal edge of battle, to gain 
that liberty which their descendants will 
not even go to the polls to protect. Our 

[40] 



The Patriotism of Peace 



Pilgrim Fathers expatriated themselves, 
crossed the Atlantic, — then a greater en- 
terprise than now to circumnavigate the 
globe, — and braved a savage foe, that they 
might worship God unmolested, — while 
many of us throw our votes in wanton- 
ness, or for a bribe, or to gratify revenge." 
This is a terrible indictment. It is not 
as true now as it was in the time of Horace 
Mann. Still, the lesson contained in it 
should be impressed upon our children. 



[41 ] 



CHAPTER III 

PERSONAL RESPONSIBILITY IN POLITICS 



Let us have faith that right makes might, and 
in that faith let us to the end dare to do our duty 
as we understand it. — Abraham Lincoln. 



d 



URING the last few years the maga- 
zines have published many helpful series 
upon politics and a number of these de- 
serve especial credit for their work in this 
line. In one of these articles the writer 
reminds us that though the sins of our 
time are the same old sins which were de- 
nounced by Jeremiah and Ezekiel, they 
are likelv now to be enameled with fine 

[42] 



Personal Responsibility in Politics 

new exteriors and called by new names. 
"Especially, the current methods of an- 
nexing the property of others are char- 
acterized by an indirectness and refine- 
ment very grateful to the natural feel- 
ings." 

This is terribly true, and the child 
should be made aware of it. A dazzling 
outside may cover a black heart. Illus- 
trate this fact to him by the story of those 
beautiful flowers whose sweet odor is 
laden with death. Tell him of William 
M. Tweed, whose gigantic thefts almost 
bankrupted a great city, yet who read a 
chapter in his Bible every day, and who 
possessed many kind and even noble quali- 
ties. Many other public men of ancient 
and modern times will afford equally 
striking examples of inconsistency. 

[43 ] 



Teaching the Child Patriotism 

A certain excellent country gentleman, 
who did not realize the possible deceit- 
fulness of the outside, went down to the 
capital of his state to see about some bills 
which vitally affected his business. He 
had written to the Senator from his sec- 
tion that he was coming and had asked for 
an appointment to meet him. He had 
never met this man, but the papers had 
criticized him severely, and our friend 
was prepared to encounter a mean and 
churlish creature. 

"Instead," he reported upon his return 
to his home, "I found him a perfect gen- 
tleman. He met me at the train and took 
me to my hotel in his own automobile, and 
invited me to dine with him the next day. 
He lives in a beautiful home. I was sur- 
prised to see what kind of a man he really 

[44] 



Personal Responsibility in Politics 

is. You would think by the way the 
papers go on about him that he had horns 
and hoofs, but," he repeated, "he was a 
perfect gentleman." 

Yet this man was one of the most dan- 
gerous "practical politicians" in the state 
— one of those who believe that the Ten 
Commandments have no place in politics, 
and who scrupled at nothing which could 
benefit himself and his friends. He sim- 
ply could not understand a man who 
could "swear to his own hurt and change 
not" 

"Unlike the old-time villain," says Mr. 
E, A. Reed, "the latter-day malefactor 
does not wear a slouch-hat and a com- 
forter, and breathe forth curses and an 
odor of gin. Fagin and Bill Sykes and 
Simon Legree are vanishing types. Good, 

[45G 



Teaching the Child Patriotism 

kindly men let the wheels of commerce 
and industry redden rather than pare their 
dividends, and our railroads yearly injure 
one employee in twenty-six, while we look 
in vain for that promised day of the Lord, 
which shall make 'a man more precious 
than fine gold.' " 

And, again, "The tropical belt of sin 
into which we are now sweeping is largely 
impersonal. The hurt passes into that 
vague mass, 'the public,' and is there lost 
to view. Hence it does not take a Borgia 
to knead 'chalk and alum and plaster' into 
the loaf, seeing that one cannot know just 
who will eat that loaf. The purveyor of 
spurious life-preservers need not be a 
Cain. The owner of rotten tenements, 
whose 'pull' enables him to ignore the or- 
ders of the Health Department, fore- 

[46] 



Personal Responsibility in Politics 

dooms babies, it is true, but for all that, he 
is no Herod. 

"Often there are no victims. If the 
crazy hulk sent out for 'just one more trip' 
meets with fair weather, all is well. 
Briber and grafter are now 'good men,' 
and would have passed for virtuous in the 
American community of seventy years 
ago. Therefore, people do not always see 
that boodling is treason ; that blackmail is 
piracy, that tax-dodging is larceny. The 
cloven hoof hides in patent leather, and 
to-day, as in Hosea's time, the people are 
destroyed for lack of knowledge." 

Let us see to it that our children are not 
so destroyed. 

In the old abolition days, Mr. Emerson 
wrote : "What an education in the pub- 
lic spirit of Massachusetts have been the 

[47] 



Teaching the Child Patriotism 

speeches and reading of our public 
schools! Every district school has been 
an anti-slavery convention for these two 
or three years last past." 

Special policies cannot often be taught 
like this in the modern public school, 
but the broad principles of pure politics 
can and should be. 

For instance, a lesson in Civil Service 
management may be given without once 
uttering those words, simply by teach- 
ing the sentiment well uttered by Rus- 
kin: "The first necessity of social life 
is the clearness of the national conscience 
in enforcing the law, — that he should 
keep who has justly earned" 

Children can be taught the dangers, not 
only to their principles, but their worldly 
fortunes, of office-seeking and of making 

[48] 



Personal Responsibility in Politics 

a profession of politics. The child of 
wealth should be especially instructed in 
his duty to look after the affairs of his 
own town, county, state and nation. The 
man whose powers are strained to the ut- 
most in order to support and educate his 
family, can of necessity give little time to 
the searching out of civic wrongs and 
their remedies. The well-to-do citizen 
must give all the more to make up for 
the limitations of his poorer neighbor. 

Children can be taught, too, something 
of the protean forms of bribery, the 
schemes for trading votes; the duty of 
every voter to vote and do jury- work; 
the need of looking at every question 
from both sides; of avoiding blind parti- 
sanship; and much of the rest of the 
elementary ethics of politics. 

[49] 



Teaching the Child Patriotism 

And, again, it is upon the mother that 
this patriotic duty must chiefly devolve. 
As with all of her training, she may often 
feel that the work is slow and uncertain, 
but she may well take to heart the en- 
couraging words of the poet: 

"Thou canst not see grass grow, how sharp soe'er 

thou be; 
Yet that the grass has grown, thou presently 

shall see. 
So, though thou canst not see thy work now 

prospering, know 
The fruit of every work-time without fail shall 

show." 

Jacob Riis used often to say that the 
apparent corruption of our politics was 
largely due to crass ignorance. There 
are, too, many human beings who are born 
moral idiots, who cannot be made to un- 
derstand ethics, any more than intellect- 

[ 50] 



Personal Responsibility in Politics 

ual "subnormals" can be made to under- 
stand proportion and international law. 
But we know that up to the ability of 
every being he should be taught. We 
know that the appalling illiteracy of 
Mexico, Russia and China renders a 
stable republic in any one of them al- 
most impossible. Education is a slow 
business. Generations of it will be re- 
quired to make those countries what they 
ought to be; but it is the desideratum 
to successful republicanism. Therefore 
it is vital that we guard our public 
schools. 

But again it must be emphasized that 
though school discipline should be of 
the best, yet the real education of your 
child depends more upon his home than 
upon his school. 

[51 ] 



Teaching the Child Patriotism 

What newspapers are lying around 
there? What magazines? Do you pat- 
ronize salacious plays? Do you exalt in 
your conversation the prize-fight and the 
automobile-race? What sort of people 
visit your home? 

What sort of conversation goes on at 
your table? Is wine or beer served there? 
Is the air in your parlor or study often 
thick with tobacco-smoke? 

The father who wishes his children to 
become pure-minded and unselfish pa- 
triots, must ask himself many questions 
like these. Remember that the boy is in- 
fluenced by your words only to a certain 
degree. Our seer of Concord never ut- 
tered a more impressive truth than when 
he pictured a youth as demanding of his 
father, "How can I hear what you say, 

[52] 



Personal Responsibility in Politics 

when what you are is thundering so loud 
in my ears?" 

You can bring very near to your boy 
and your girl, the responsibility of us all 
for good home government, by mention- 
ing often to them the burning issues in 
their home town. In many of our towns 
and villages, one part of the city or town- 
ship is jealous of another part, will not 
vote for improvements there and is gen- 
erally suspicious and contrary. 

Explain to your children how con- 
temptible such an attitude is. Weigh for 
them the arguments on both sides, and 
make them help you to decide justly how 
you ought to vote. Make the girl, espe- 
cially, form an opinion. On her may 
devolve the future political tr-aining of in- 
fluential citizens. In fact, she may her- 

[53] 



Teaching the Child Patriotism 

self be a Member of Congress or a United 
States Senator! 

Are the roads bad in your town? Are 
the taxes improperly collected? Are the 
schools inferior or managed by politi- 
cians? Is the town poorly policed? Are 
the back yards unsanitary? Are the town 
officers inefficient? 

Explain to your children how the taxes 
are laid, — how a town has to spend a good 
deal to keep itself up, so to speak; and 
how important it is that its tax-money 
should be carefully spent. 

Particularly should we impress it upon 
our children that if a town is a slipshod, 
ugly or unhealthy place, it is not the fault 
of a vague, formless thing, called "the 
town" or "the city," or "the state," but 
of each and every one of us; and espe- 

[54] 



Personal Responsibility in Politics 

daily of every separate voter who fails 
to be on hand at the town-meetings 
or caucuses, and to try his best to get 
good men elected and good measures 
passed. 

An American was riding in a cab 
through the streets of Vienna, some years 
before the war, reading his mail. As he 
finished with certain letters, he tore them 
up and threw the fragments out of the 
cab-window. The driver soon began to 
notice what was going on, left his box and 
picked up the torn papers. Then he put 
his head in at the window, and cried, with 
a passion which seemed to the careless 
and untidy American quite uncalled-for, 
"What do you mean by littering up our 
beautiful streets in this way? Where do 
you come from? Have your people no 

[55] 



Teaching the Child Patriotism 

pride in their country? Do they wish it 
to look all over like a slum?" 

He actually reported the matter to the 
police. The man was thereupon haled to 
court and had to pay a considerable fine. 

Although some of our cities, as well as 
foreign ones, carry civic pride to an al- 
most ridiculous extent, it is a good fault. 
Children should early be taught to regard 
the neatness and beauty of their town. 

If they complain that these matters are 
hard to remember and to do, give them to 
understand that patriotism is not easy. 
Few virtues are easy to practice, and per- 
haps unselfish patriotism is the hardest 
of all. 

A young man graduated from that 
great American university where it is 
said that citizenship is most strenuously 

[56] 



Personal Responsibility in Politics 

taught, and where he had certainly im- 
bibed a lofty desire to do his duty by his 
country. He lived in a great city and 
presented himself in due time after his 
graduation at the door of his ward polit- 
ical organization. There he met with 
an experience something like this: 

A gentleman, plethoric and red-faced, 
welcomed him, asked his name and ad- 
dress, and gave him "the glad hand." At 
the same time, he showed a spice of sus- 
picion. 

"Are you a Republican?" he asked. 

"Yes." 

"I suppose you have always voted the 
straight ticket?" 

"Well, — I have been voting only a year 
or two. I think I have voted the straight 
ticket so far." 

lS7l 



Teaching the Child Patriotism 

"And I suppose you intend to vote the 
straight ticket right along?" 

"I may or I may not," said the youth, 
with some spirit. "I reserve for myself 
the right to vote for the best candidate, 
especially in local affairs." 

"Then, — ahem — perhaps you haven't 
got into just the right place. This is a 
straight organization, you know. Maybe 
you can find an 'independent' ' (pro- 
nounced with scorn) "organization some- 
where in the ward. I rather think that 
is where you belong. We have found 
these 'independents' a sort of obstruction 
to the transaction of business, — a kind of 
kickers, you know, though of course, you 
might not turn out so. Still," — with de- 
cision, — "you really don't belong here." 

"I was mad clear through," said the 

[58] 



Personal Responsibility in Politics 

youth, in relating the story later. "I was 
disgusted with the looks of the man and 
with those who were in there with him. 
I just turned on my heel and left, and I 
haven't darkened that door again." 

Was that patriotic? Was not that boy 
deliberately turning over the government 
of his city to "boodlers" and "grafters"? 

"But," you may say, "should he have 
stayed on where he was not wanted?" 

Certainly he should. He had a right 
there, as any citizen had. He should have 
taken time to find other voters like him- 
self, which he could no doubt have done, 
and together they could have maintained 
themselves. He saw that this man and 
his companions were not proper persons 
to have control of an organization of his 
party, and he should have done his best, 
[59] 



Teaching the Child Patriotism 

even at the sacrifice of considerable time, 
to oust them and get better men in. He 
was no patriot. 



[60] 



CHAPTER IV 

TEACHING THE MEANING OF 
DEMOCRACY 



In a country like ours, there is a public opinion 
of almost uncontrollable power. The educated and 
the intellectual may have a decisive voice in its 
formation ; or they may live in their own selfish 
enjoyments, and suffer the ignorant and depraved 
to form that public opinion. — Horace Mann. 



o 



NE of the most irritating things in the 
world to a true patriot, is the visitor at 
his table, who exalts the superiority of 
other nations to our own. 

Not that nearly every other nation may 
[61 ] 



Teaching the Child Patriotism 

not have some one or more points of 
superiority, which should be acknowl- 
edged and emulated; but your worshiper 
of the foreign usually makes a blanket 
indictment of America. 

One such man was a guest at a certain 
table just before the war. He had re- 
cently returned from a long stay in 
Europe, where his great wealth and im- 
portant commercial and social connec- 
tions gave him access to many of the cy- 
cles which largely control the life over 
there. 

"How are the people abroad thinking 
of us nowadays?" inquired his hostess 
rather lightly. "Do they despise us as 
much as ever?" 

"Yes, indeed," replied the great man 
emphatically. 

[62] 



Teaching the Meaning of Democracy 

"But I hope you stood up for us?" 

"I wish I could say that I did," he had 
the effrontery to reply calmly; "but how 
could I? They consider that the corrup- 
tion of our government is so bad that it 
cannot possibly continue very long. I 
couldn't deny it, could I? I agreed with 
them entirely that we were nearly at the 
end of our rope." 

"Really?" gasped his hostess. "Are 
you in earnest?" 

"I never was more so in my life. Look 
at the condition of affairs in Blank 
and Blank and Blank," — naming several 
states in which legislative scandals had 
been lately unearthed, — "How long do 
you think that things can go on like that 
and a government survive? I had to ad- 
mit that a democratic form of govern- 

[63] 



Teaching the Child Patriotism 

ment is a failure. Of course, it was a 
great dream of the fathers, but it has 
proved to be as impracticable as a good 
many other rainbow visions. Sometime 
the world may be ready for it, but it evi- 
dently is not now." 

"And what do you think will follow?" 
asked his hostess, holding on to her tem- 
per with difficulty. "Are you in favor 
of an autocracy like Germany, or of a lim- 
ited monarchy like Great Britain? Or 
do you think an oligarchy a better form? 
And if we decide on a monarchy, where 
should we get our royal family? Should 
we elect one from candidates that present 
themselves? Or should we request 
Europe to send us one?" 

"Now you are making fun of me," he 
commented with some feeling. 

[6 4 ] 



Teaching the Meaning of Democracy 

"Oh 7 no, not exactly," she laughed. 
"But really, if Europe is unanimous in 
thinking our republic a failure, there 
must be 'something in it.' You have been 
in many countries and have met the lead- 
ing people, and you know what you are 
talking about. If we are truly on the 
verge of a revolution, it is to the men like 
you, our foremost and ablest men, that we 
must turn to save us. Therefore you 
ought to be thinking of ways and means. 
Here is a nation of nearly a hundred mil- 
lion persons. If its government is so rot- 
ten that it cannot last, what should be 
done?" 

But he declined to continue the discus- 
sion. He merely laughed rather weakly 
and some one just then introduced a new 
topic. 

[ 6* ] , 



Teaching the Child Patriotism 

Strange to say, during the next few 
months several other men were encoun- 
tered, who also bemoaned the "f ailure" of 
our institutions. 

Our children must be taught how to 
meet such pessimists. They would prob- 
ably, in the light of recent developments, 
say that they repudiate the doctrines of 
Nietzsche, but they are really endorsing 
one of his prime tenets, namely, that de- 
mocracy is bound always to be a failure; 
that the "masses" should be kept down; 
that all attempts to elevate "the herd" are 
folly; that they should be made to observe 
that strict morality, from whose shackles 
the "supermen" are free; and should 
submit unquestioningly to authority. 
Women, even in the "super" class, are 
made in Nietzsche's opinion, simply, as 
[66] 



Teaching the Meaning of Democracy 

Milton says, to serve by "standing and 
waiting." 

One would think that men who hold 
such views as this traveled guest, had 
never studied democracy. They surely 
do not understand its deep and splendid 
meaning. They should be made to see, 
as our children should be, by every means 
that we can devise, the tremendous ad- 
vance which a democratic form of govern- 
ment shows beyond any other that the 
world has hitherto known. They should 
have impressed upon them Elihu Root's 
definition: "Democracy is organized 
self-control." 

Especially should they be told that uni- 
versal education and unselfishness of pa- 
triotism are the only conditions under 
which a democracy can be perfected ; and 

[ 6 7 ] 



Teaching the Child Patriotism 

that no nation has ever yet been suffi- 
ciently educated and unselfish to arrive at 
perfection, and probably will not be until 
the millennium. 

We all realize that our government has 
many defects; but most of our critics 
stupidly fail to recognize that our public 
officials, instead of being our masters, are 
regarded by us, and in no Pickwickian 
sense, as our servants. We are all so 
criminally busy with our personal affairs 
that we allow our government to run 
along almost anyway, often knowing that 
grafters are in charge of it; but feeling 
that it is cheaper to let matters go until 
they become unendurable, than to take the 
trouble to keep close track of them. After 
awhile, we say to ourselves, we will have 
a regular cleaning-up, turn the rascals out, 
[68] 



Teaching the Meaning of Democracy 

and put in a new set of officials, who, 
we hope, will do better. 

Our children must be taught that this 
is a wicked way to do. They must de- 
vote some of their time to following pub- 
lic affairs. They must understand also 
that, while low salaries must usually be 
paid to public officials, in order that 
offices may not be too eagerly sought, yet 
that patriots must be willing, when they 
can possibly afford it, to accept these low 
salaries, if their country is to be well and 
honestly served. In this war, we have 
seen many noble men resign large in- 
comes in order to serve the nation. We 
must learn to do that in peace as well as 
in war. 

And we must all understand too, that 
these officials do not really represent the 

[6 9 ] 



Teaching the Child Patriotism 

governing power of our country, which is 
undoubtedly that intangible thing called 
Public Opinion. It is as subtly invis- 
ible as electricity or gravity, but in this na- 
tion as powerful. 

In China, in India, and in most of the 
other oriental countries; in Russia also, 
as the recent upheavals there have proved, 
there is nothing which can properly be 
called organized Public Opinion. In 
France and in Great Britain, there is 
much. In our country, it is everything. 
It dominates our whole social and polit- 
ical system. Our press is sometimes said 
to create it. Oftener the press says that 
it follows Public Opinion, — while a con- 
siderable section of our population de- 
clare that the press and Public Opinion 
are the same thing. 

[70] 



Teaching the Meaning of Democracy 

In any case, the child should be made 
to understand that in a truly and nobly 
democratic form of government, no czar, 
no kaiser, no caste nor clique controls, 
but the people themselves, who, as Lin- 
coln said, can be fooled by their leaders 
part of the time, but whose sober second 
thought usually sets them ultimately on 
the right side. The child should be made 
to feel that since he is one unit in this con- 
trolling mass, he should form his opin- 
ions with care. 

One of the most frequent accusations 
against us among foreigners, is that we 
are wholly and ineradicably sordid. As 
outsiders often put it, 

"All that Americans care for is the dol- 
lar." 

Most of us, when we hear this, share 

[71 ] 



Teaching the Child Patriotism 

the sentiment of a bright High School 
girl, who took part in a debate in 1913 on 
the comparative excellence of foreign and 
domestic manners. 

"I have just come back from a summer 
in Europe/' she said, "and I found there, 
on the whole, much worse manners than 
we have here. For instance, in nearly 
every country where we went, we had 
relatives and friends, and they were con- 
stantly saying, and very rudely, I thought, 
'Oh, yes, we understand your America. 
All you care for over there is the dollar.' 
But I don't care for the dollar and my 
father and my mother, and my uncles and 
my aunts, and our friends, — hardly any- 
body I know, in fact, — none of them care 
for the dollar, — not half so much as they 
do over there, — and I told them so!" 

[ 72 ] 



Teaching the Meaning of Democracy 

Her passionate plea brought forth 
equally passionate applause from her 
young hearers, — for it was true. Human 
nature is inherently selfish and grasping. 
We have only to read the book of 
Proverbs to see that it was so in ancient 
times and it will probably always retain 
something of that meanness ; but Ameri- 
cans are the most generous people in the 
world, and, as a whole, are the freest from 
miserliness and avarice. Look over the 
marriage notices of a century or more ago 
in any English periodical, and you will 
probably find mentioned there the amount 
of the bride's dowry. We all know how 
invariably it has to be ascertained nowa- 
days before a foreign nobleman takes an 
American bride. Among ourselves, 
there is almost nothing of this sort. 

[73] 



Teaching the Child Patriotism 

One reason, perhaps the principal one, 
for this universal accusation, is not far to 
seek. All foreign nations have their 
leisure classes. The great nobles and 
gentry often do not even manage their 
own estates. Some "factor" or "agent" 
does it for them. As for working for 
money, the very idea would shock them 
unspeakably. A woman who works for 
money is especially scorned over there. 
It is seldom that such a woman has any 
social standing whatever. 

Utterly different is the American esti- 
mation of merit. Here we have a leisure 
class, but it is so small as to be negligible, 
and it is commonly despised. All of our 
men are expected to work for money, or, 
as we put it, — to earn their living, though 
many of our rich men often contribute 

[74] 



Teaching the Meaning of Democracy 

freely much time and labor to public af- 
fairs and to philanthropy. A woman 
who earns her living over here is quite as 
likely as not to rank among our most re- 
spected citizens. 

As a well-known snob once said, "Even 
in our first circles, you once in a while 
meet one of these writers or painters, who 
expects to be treated as if he were one of 
us/' 

Thus Public Opinion controls our so- 
cial as well as our political life. 



[75 ] 



2& <& 

CHAPTER V 

SACRIFICING FOR PATRIOTISM 



Look back upon Washington and upon the 
Savior-like martyrs, who, for our welfare, in lonely 
dungeons and prison-ships, breathed a noisome air; 
and when the minions of power came around day 
after day and offered them life and liberty if they 
would desert their country's cause, refused and 
died. The great experiment of republicanism is 
being tried anew. In Greece and Italy it failed 
through the incapacity of the people to enjoy lib- 
erty without abusing it. Millions of human beings 
may be happy through our wisdom, but must be 
miserable through our folly. Religion, the ark of 
God, is here thrown open to all, and yet is to be 
guarded from desecration and sacrilege, lest we 
perish with a deeper perdition than ever befell any 
other people. — Horace Mann. 

J\ LITTLE boy many years ago was 

[76] 



Sacrificing for Patriotism 

marching down Fourth Avenue in New 
York, his face bright with interest and 
his whole air that of one who has im- 
portant business on hand. A gentleman 
who met him was curious to know what 
was in the child's mind and stopped him. 

"Where are you going so fast, my lit- 
tle man?" he asked. 

"I'm going to the Bible House," re- 
plied the boy promptly. "You see the 
Morning Star, — that's the missionary 
ship, has just got in, and I paid a penny 
to get that ship, and so it's part mine, and 
I'm going down to hear all about it." 

The gentleman who told this story was 
old, and the incident had occurred in his 
young manhood, but he said he had never 
forgotten it, for it illustrated better than 
anything he had ever seen the effect upon 

[ 77] 



Teaching the Child Patriotism 

the mind of a personal share in any en- 
terprise. 

The child who has worked in a gar- 
den is likely to watch its growth and 
progress with an interest which he could 
not otherwise feel. In the same way he 
can be made to appreciate his home bet- 
ter if he has daily light tasks to do in 
maintaining its order and comfort; but 
these tasks should, if possible, be made 
regular ones, and their performance 
should become a habit. If they are done 
only now and then, they are much more 
likely to be felt as a burden. 

The maintenance of the ordinary home 
requires great labor and expense. With- 
out unduly distressing them, children 
should be made to understand this, and 
that it is only fair that each member of 

[78] 



Sacrificing for Patriotism 

the family should do his part in keeping 
it up. In the households of the rich, 
such a course is hard to manage, for serv- 
ants do all the work; but in the average 
home where but one servant, or none at 
all, is kept, a little ingenuity on the part 
of the parents will accomplish it, with- 
out "nagging" or tiresome repetition. 

In one family of five children, where 
there was no servant, but where the stand- 
ards of the mother were high, there was 
naturally an enormous amount of work 
to do. The eldest child was a girl of 
twelve, the next, a girl of ten. Then 
came a boy of eight, and so on down. 
The older ones were in school, but all 
helped cheerfully in the household work 
as far as they were able. 

The boy of eight, who may be called 

[79] 



Teaching the Child Patriotism 

Chester, was a thoughtful little fellow, 
and when he saw his mother rising at 
four or five o'clock every morning to wash 
or iron or cook; then, all day long cut- 
ting out little garments, running the sew- 
ing-machine, tending the teething baby, 
or engaged in the never-ending task of 
cleaning the house, his tender heart was 
deeply moved. 

He was a great reader and the lady 
who superintended the village library 
came to know him well, and often had 
long talks with him. From his extensive 
reading, coupled with a naturally rather 
"old-fashioned" way of expressing him- 
self, his remarks were often of a nature to 
amuse her, but she never laughed at him, 
and so was able to keep his confidence. 

One morning Chester appeared with 

[80] 



Sacrificing for Patriotism 

his weekly book, and as the librarian was 
alone, he sat down for a little talk. His 
face was long, and as he dropped into his 
chair, he sighed heavily. 

"What is the matter, Chester?" she 
asked kindly. 

"My mother is sick," he replied de- 
jectedly. "She is sick in bed. My 
father got the breakfast, but he isn't much 
good, — and we children helped, but we 
ain't much good either. Not anything 
goes right when my mother is sick." 

"But she will soon be well. Probably 
she has been working too hard." 

"Yes, that's it," agreed Chester wearily. 
"My father says so. He tells her to let 
things go more, and she says she tries, but 
she wants the house to look so nice, — and 
see how well she mends my stockings," — 
[81 ] 



Teaching the Child Patriotism 

rolling up one of his knickerbockers, 
"and it is work, work, work for my mother 
from morning to night. Oh, Miss 
Smith," concluded Chester in a tone of 
anguish, "the lot of woman is very hard." 

Miss Smith had never had such diffi- 
culty to control herself as when she heard 
this monumental sentiment from the lips 
of this diminutive urchin, but she man- 
aged to utter steadily, "Still, it must be a 
comfort to your mother to have so many 
good children to help her," to which 
Chester gravely assented. 

There are not many children who so 
fully appreciate their mother's responsi- 
bilities; but it is well that, without com- 
plaint or whining, the mother should, in 
such circumstances as those which have 
been described, make her family under- 

[82] 



Sacrificing for Patriotism 

stand that her "lot" needs all of the 
amelioration that they can supply; and 
they will love and value their home all 
the more, the more they do for it. 

The same thing is true of the affairs 
of your town or city. If you do nothing 
for it, you are likely to care nothing 
for it. 

In Miss McCracken's interesting book, 
"Teaching Through Stories," she tells of 
a little girl, who, from reading the story, 
"The Microbe Which Comes Into Milk," 
became convinced of the importance of 
pure milk. In this tale, emphasis is laid 
upon the rapidity with which milk de- 
teriorates, if it is left standing in the sun, 
and the harm which often comes to babies 
in consequence. 

A little later, a neighbor, who had a 

[83] 



Teaching the Child Patriotism 

small baby, reported that this child rang 
her bell early one morning, about ten 
minutes after the milk-man had brought 
the baby's milk, and said anxiously, "Your 
milk-bottle is standing out on the piazza 
in the sun. Aren't you afraid it will spoil 
if you don't put it in the ice-chest?" 

It is but a little way from an interest 
in the pure milk of an individual baby to 
an interest in pure milk for all babies. 
This little girl will probably grow up to 
see that laws are enforced for pure milk, 
and for the cleanliness of cows and stables. 
Even though she may never develop an 
enthusiasm for any other branch of poli- 
tics, it is a good thing to have one woman 
working hard for pure milk. 

All children can be taught to see that 
good laws for such matters are a part of 

[8 4 ] 



Sacrificing for Patriotism 

patriotism ; and that a man who does not 
try to help to get such laws, even though 
he may shout for political candidates and 
hang out flags in front of his house, is 
not a true patriot. 

It is not often that one person can work 
in many different directions; but if each 
one will choose some reform in which he 
is particularly interested, and hammer at 
that until it is accomplished, he will have 
done something fine for his country. He 
may meet with all kinds of discourage- 
ments, but let him hold on. Again, he 
must be reminded that patriotism is sel- 
dom easy. 

Even after you have succeeded in get- 
ting your ordinance passed, you may have 
trouble in having it enforced. Worst of 
all, the clever rascals on the other side 

[8 5 ] 



Teaching the Child Patriotism 

may manage to get your hard-won law 
repealed, — and there is your long task all 
to do over again. 

Eternal vigilance is the price of liberty 
just as much now as ever. Look across 
the ocean, and you see what it is costing 
the nations of to-day. You think that 
our fathers gained it for us in the Revolu- 
tion, and that, however others may have 
to fight for it, it is secure for us; and all 
that we have to do is to sit back and en- 
joy it. On the contrary, some form of 
tyranny is always just around the corner, 
waiting to devour us. It is not impos- 
sible that a wrong issue of this war may 
force us to fight on our own soil again 
for it. 

In any case, there are plenty of social 
and commercial tyrants only waiting to 
[86] 



Sacrificing for Patriotism 

lay hands on us. Sometimes it is a rich 
corporation, stretching out shrewd ten- 
tacles to entrap us. Its managers may be 
philanthropic and courteous, even reli- 
gious, tyrants, — but despots none the less. 
It may be a company of racetrack gam- 
blers, defeated for a while by a fearless 
governor, but stealing back to power as 
soon as his back is turned. Different 
states may have different tyrants, — or an 
arrogant party of socialists may "tie up" 
the whole country. There is almost every 
minute some movement going on, calcu- 
lated, if it succeeds, to hamper or destroy 
our liberty. Mr. D. L. Moody once said, 
when he was commenting upon this phase 
of our national life: "Anything that is 
going to hurt this nation we ought to 
fight. Anything that is going to under- 

[ 8 7 ] 



Teaching the Child Patriotism 

mine this grand republic or tear out its 
foundation, you and I ought to guard 
against with our tears and our prayers 
and our efforts." 

Explain this often to your children. It 
will strengthen their determination to de- 
fend their country. 

One of our young reformers in a pub- 
lic address lately pleaded for a wider 
recognition among the people of the good 
work of honest officials. 

"There are enough among us to find 
fault when things are not done right," he 
said, "but there are few who will take the 
trouble to commend the man who does 
well. He keeps on with his efforts, 
whether he gets any praise for it or not, 
but he is often immensely cheered and 
refreshed by an appreciative word. If 
[88] 



Sacrificing for Patriotisn 



his morality is not of the heroic kind, he 
may fall away and cease to put forth any 
special effort to do his work well, just for 
lack of encouragement." 

He illustrated his point with the story 
of the small boy who was sweeping the 
sidewalk when some ladies appeared to 
call upon his mother. One of them asked 
pleasantly, "Is your mother at home?" 

His rather rude reply was laden with 
significance. 

"Do you suppose," he growled, while 
a slight twinkle broke through his scowl- 
ing eye, "that I would be sweeping here 
if she wasn't at home?" 

In spite of the fact that a well-fed, 
well-clothed and well-educated people, 
like the Germans, for instance, will bear 
an autocratic government, which kindly 

1 89] 



Teaching the Child Patriotism 

does everything for them, but gives little 
opportunity for individual initiative; it 
cannot be compared, in its salutary ef- 
fect upon its citizens^ with one which calls 
forth the powers of judgment and decision 
in every one, and feeds self-respect, dis- 
couraging toadyism and caste, like a re- 
public. An autocracy, if wisely admin- 
istered, undoubtedly means greater order 
and efficiency, until the democracy has 
mastered its new problems and its peo- 
ple have become thoroughly educated. 
Rough working of new machinery is al- 
most inevitable; and the modern demo- 
cratic idea has not, even in our own coun- 
try, in the absence of the votes of half the 
people, been allowed proper space for ex- 
pansion, though England, France and 
Switzerland are hewing at it also. A 

[90] 



Sacrificing for Patriotism 

hundred years longer will show what it 
can do, if demagogues do not overturn 
it. If our republic fails, another will 
arise upon its ashes, for the noble prin- 
ciples upon which it was founded are the 
highest yet conceived by man, and are 
immortal. 

This truth cannot be too early or too 
strongly impressed upon our children. 
There are enough men, like our distin- 
guished capitalist, who do not believe in 
it. Their plausible arguments may un- 
dermine the convictions of our young peo- 
ple, unless we furnish them with solid 
reasons for our higher belief. 

As Mr. Benjamin C. R. Low has re- 
cently written in a fine poem, "America 
is so new!" 

We are new. We realize that we are 

[91 ] 



Teaching the Child Patriotism 

an experiment. Whether this experi- 
ment, the greatest the world has ever seen, 
is to succeed, depends upon the kind of 
patriotism that is instilled into our chil- 
dren. They must be thoroughly inocu- 
lated with the truth that both peace and 
war make incessant, expensive and per- 
sonally sacrificial demands upon every 
citizen, and that these demands must be 
met by them, or else America is lost. 

There must be no "slackers" in this 
everlasting conflict. 



[ 92 ] 



CHAPTER VI 

PATRIOTISM AND HEALTH 



Entire abstinence from intoxicating drinks as a 
beverage, would, with all its attendant blessings, in 
the course of a single generation, carry comfort, 
competence and respectability, with but few excep- 
tions, into all the dwellings in the land. This is 
not a matter of probability and conjecture. It de- 
pends upon principles as fixed and certain in their 
operation as the rising of the sun. — Horace Mann. 



w, 



E are accused by our foreign visitors 
of being a sickly nation, and the numer- 
ous exemptions from military service 
among our young men for physical de- 
fects, have reinforced their contention. 

[93] 



Teaching the Child Patriotism 

Our ice-water, our ice-cream soda-water, 
our custom of bolting our food, and our 
over-heated houses, make it impossible, 
they say, that we should ever be a strong 
and healthy people. And so, of course, 
we can never hope to be a "world-power !" 

Many other indictments are brought 
against us in this line, most of which, if 
the ardent accusers would only think of 
it, might be brought with equal justice 
against every other civilized nation. 

Thus, excessive alcoholism, in which 
we have been said to be second only to 
Great Britain, evidently applies some- 
what to other countries, in which the new 
prohibitory laws are declared to have 
worked a social and industrial revolution. 
Drunkenness must have prevailed there 
to a considerable degree, since the condi- 

[94] 



Patriotism and Health 



tion of the people has been so much im- 
proved by a prohibitory law. 

We are all ready to concede, even 
though prohibition has won to its support 
so many of our states, that there is still 
room for improvement in the public opin- 
ion of a large part of the country, regard- 
ing the merits of "wet and dry." 

It is stoutly maintained in certain so- 
cial circles that the daily presence of wine 
upon the family table is more likely than 
its absence to promote temperance there. 
This theory does not commend itself to 
most of us, and our position is strength- 
ened by the facts recently proclaimed by 
science, which go to prove that not only 
do drunkards abound among the families 
which serve wine upon their tables, but 
that the use of any alcoholic beverage low- 

[ 95 ] 



Teaching the Child Patriotism 

ers efficiency and is distinctly injurious to 
health, in spite of exceptions. We al- 
ways hear of these shining exceptions, 
while of the vast army of those who have 
succumbed, no records are available. 

Dr. Eugene Lyman Fisk, in one of his 
interesting articles, states that recent sci- 
entific researches have proven that "al- 
cohol has been found to be a depressant 
and a narcotic, often exerting, even in 
small daily doses, an unfavorable effect 
on the brain and nervous functions, and 
on heart and circulation, and lowering 
the resistance of the body to infec- 
tion." 

The testimony of the Life Insurance 
Companies and of the managers of ath- 
letic "teams," is also conclusive as to the 
deteriorating effects of alcohol; and the 

[96] 



Patriotism and Health 



motive of patriotism will be found of 
great assistance in impressing the desir- 
ableness of total abstinence upon the 
young. 

We should all like to have our country 
called the healthiest in the world. To 
that end we drain our marshes, protect 
our water-supply, make innumerable laws 
for tenement-reform, street-cleaning, pure 
food and so on. But all these measures 
are bound to be more or less ineffective 
so long as we cram our systems with 
chemical poisons. 

Make this plain to your boy and your 
girl; and that, as the famous story has it, 
as every deed was done by the early 
fathers, "In the name of the King"; so, 
in what might seem to be irrelevant, 
though really germane and vital, we 

[97] 



Teaching the Child Patriotism 

should all do the right thing in the name 
of America. 

We all know well the absolute slavery 
of men to fashion. The average man 
would rather be racked on the wheel of 
the Inquisition than to "appear out" in 
a coat or a hat different from those that 
"the other men" are wearing. Boys, 
large and small, are quite as sensitive. 
Mothers encounter angriest protests and 
even floods of tears if they strive to im- 
pose on their young sons any detail of 
costume different from that worn by "the 
other fellows." Women have long borne 
the imputation of being the chief sinners 
in this regard, but they are not. Their 
brothers are even more tightly bound in 
the meshes of the merciless despot, 
Fashion. 

L 98 ] 



Patriotism and Health 



This fact must be taken into considera- 
tion in all efforts at social reform among 
men, as a class. The independence 
which can defy a hurtful social custom is 
very rare among them. Many a man 
who would "go over the top" without 
quailing, lacks the courage to oppose a 
popular social movement, though he may 
know that it is of dubious benefit to the 
race. 

But true patriotism, to say nothing of 
other motives, bids us discard every habit 
and stamp out every malady which low- 
ers the morale or impairs the efficiency 
of the people. 

One of the most subtle foes of our na- 
tional health, and only lately dragged out 
of its secret lair for the open contumely 
and united attack of all good men and 

[99] 



Teaching the Child Patriotism 

women, is the most terrible of sex-dis- 
eases, which is said to be frightfully 
prevalent. 

Mr. Cleveland Moffett, in McClures 
Magazine, pleads for specific sex-instruc- 
tion in our educational institutions. He 
says : "The youth of America are taught 
everything, with the exception of the most 
essential of all, the great secret of life. 
One result of this inexcusable neglect is 
seen in alarming high school conditions 
reported in various cities." 

He advises home instruction in these 
important and delicate matters, but ad- 
mits, what we all know, that few parents 
are qualified to give it. Those few 
should do so; but if the most terrible dis- 
ease known to civilization, and probably, 
in a more or less virulent form, the most 
[ ioo ] 



Patriotism and Health 



common, is to be successfully combated, 
such instruction should be imparted. 
Under the circumstances, it must be done, 
apparently, by regular teachers, who 
should be high-minded, tactful and thor- 
oughly trained. 

This instruction should be given to each 
pupil separately and when alone with his 
teacher. Two or three interviews, of 
perhaps twenty minutes each, ought to be 
sufficient each year. It should be pos- 
sible to arrange that number in every 
school in the land. 

There is another great curse which op- 
erates especially against the health of our 
girls. 

A well-known woman is in the habit 
of saying, "I have scarcely a woman- 
friend who either has not just had an op- 
[ ioi ] 



Teaching the Child Patriotism 

eration, or is not having one now, or is 
not going to have one soon." 

This statement always raises a laugh, 
but it is no joke ; it is a solemn, awful fact. 

Now why are so many of our splendid 
women, well-fed, living largely in the 
open air, busy, educated, passionately de- 
voted to the study of hygiene and sanita- 
tion, inevitably destined to be cut up on 
the operating-tables of our hospitals? 

Why, — it is so commonly expected, that 
we hear of these operations now without 
a quiver, even though we know they are 
likely to be fatal. We accept them as 
though they were decreed by an ines- 
capable Fate, and there was no remedy. 

Is it reasonable that the Creator should 
have made woman to be a natural invalid, 
— to have powers and faculties which she 
[ 102 ] 



Patriotism and Health 



could never fully employ and enjoy? Of 
what use are our hard-won educational 
advantages, if they are going simply to a 
band of sickly, half-dead girls and 
women? It is a monstrous and blas- 
phemous thought that our Maker de- 
signed women for such a destiny. 

Huxley says that nine-tenths of the im- 
pediments to women's health are not in- 
herent, but are due to her mode of life. 

She was made to be strong and help- 
ful. Her body is wonderfully wrought 
and fashioned for motherhood, and for 
the accomplishment of the high spiritual 
mission to which the woman-soul aspires. 
One is driven to the conclusion that at 
the root of her physical enfeeblement is 
the costume which has been imposed upon 
her by the false ideals and hyper-refined 
[ 103 ] 



Teaching the Child Patriotism 

standards of past centuries, and of nations 
which have admired most the class of 
women who do not prepare themselves 
for motherhood. 

The costume which women wear is in- 
tended chiefly to give an impression of 
slenderness. It is not suited to the hard 
work of the busy housewife, nor to that 
of the cramped and confined office- or 
shop-worker, nor to the life of the school- 
girl. A hard-working man, dressed in 
the modern corset and in the usually 
closely-belted blouse of the girl and 
woman of to-day, would fail physically 
and resort to the operating-table as uni- 
versally as do his wife and sisters. That 
so many of them survive the ordeal and 
are able to perform some useful work in 
the world is, says one prominent physi- 
[ 104 ] 



Patriotism and Health 



cian, "one of the wonders of our time." 
"Pauline Furlong," in a recent issue of 
a widely circulated journal, begs that the 
corset and the closely fitting costume of 
the present be discarded, and replaced by 
something light, loose and hung entirely 
from the shoulders. 

The recent remarks of Mr. Edison 
upon this subject are sound. He says, 
"There should be no pressure upon any 
part of the body, if the organs within, 
which require perfect freedom in order 
to do their work efficiently, are to per- 
form their functions." 

We shall never have a strong and 
healthy nation, though we may make vol- 
umes of sanitary laws, until there is a 
radical change in the dress of women. 
That, just as a girl is approaching the 
[ ios ] 



Teaching the Child Patriotism 

age when she is likely to marry and 
bear children, the organs of motherhood 
should be subjected to strong pressure and 
largely deprived of activity, so that the 
delicate milk-ducts are often atrophied, 
and the muscles most needed to support 
the child are weakened; while the chief 
organ of all is frequently displaced, lead- 
ing to painful and sometimes fatal com- 
plications; — all this is so discreditable to 
the intelligence of our people, that fu- 
ture ages will doubtless look back upon 
our period as one of densest ignorance 
regarding eugenics. 

You may ask, "What do you advise to 
take the place of the present mode of 
dress?" 

Only the experts in such matters can 
answer this question. It seems likely 
[ 106] 



Patriotism and Health 



that some combination of the best points 
of the oriental costumes offers the best 
solution. The new dress should be per- 
fectly loose; light in weight; should de- 
pend entirely from the shoulders, like a 
man's, thus bringing no pressure to bear 
upon the important but loosely hung or- 
gans of the abdomen; and the legs should 
be allowed the utmost freedom. 

Women who have long depended upon 
a corset for support will doubtless find it 
uncomfortable, or even dangerous, to lay 
upon their enfeebled muscles alone the 
task of upholding their bodies. Girls 
who do not wear corsets will not "look 
well" (according to our modern distorted 
ideas) in any but the prevailing costume. 
The dancers say that if a truly hygienic 
mode of dress is introduced, the modern 
[ 107 ] 



Teaching the Child Patriotism 

dance will have to be reformed, — which 
may not be the least of the benefits of 
such a mode! 

These are some of the objections raised 
to radical changes in women's attire. 
But the health of our girls, and especially 
of our mothers, is a vital matter, and, must 
be made paramount. There will always 
be causes enough for illness; but it must 
be emphasized that we shall never have 
a strong and healthy nation, in which but 
a small percentage, instead of the enor- 
mous one of the present draft, is rejected 
for physical defects, until the motherhood 
of the nation is properly equipped for 
motherhood. Neither will our girls be 
ready to fulfill nobly their new political 
duties. 

Nature is strong, and she manages to 
[ 108] 



Patriotism and Health 



circumvent, to a certain extent, the ob- 
structive devices of man. There are ap- 
parently many healthy children born of 
tightly corseted mothers. The outer flesh 
and blood of the child are made in the 
obscure laboratories of the body more 
easily than the later and highly refined 
fabrications of brain and nerve. Are the 
low average brain-power and the weak 
nerves of our people, leading in so many 
pitiable cases to moral and mental degen- 
eracy, largely due to our criminal neg- 
lect of the conditions of free and splendid 
motherhood? 

But, if we want to become a healthy 
and powerful people, what is more neces- 
sary for us than strong and healthy 
mothers? 

The child should be taught that any 
[ 109 ] 



Teaching the Child Patriotism 

tampering with health is immoral. The 
most conscientious observance of its laws 
should be impressed upon every boy and 
girl. Especially must we guard the 
health of our girls, for their function in 
the state is just now of vital moment, and 
yet it is not so much regarded apparently 
as that of their brothers. 



[ HO] 



CHAPTER VII 

WORK AS A VITAL PART OF PATRIOTISM 



Gurowski asked, "Where is the bog? I wish 
to earn money. I wish to dig peat." "Oh, no, sir, 
you cannot do such degrading work." "I cannot 
be degraded. I am Gurowski." — Emerson's Jour- 
nals. 



s 



OMETHING has been said of the es- 
timation in which work and working for 
a living, are held in our country. 

In an illuminating sermon, Dr. Lyman 
Abbott once treated of this subject. It 
was on the Fourth of July, and he began 

c i" ] 



Teaching the Child Patriotism 

by saying that the most important result 
of the Civil War, as he viewed it, was 
one that he had never heard mentioned. 
Having thus enlisted the keenest attention 
of his hearers, he continued in nearly these 
words: 

"Before the Civil War, the man who 
worked with his hands was despised by 
the leading element in the South. Sup- 
plied with an army of slaves to wait upon 
him, the average planter was spared the 
necessity of exertion. He hunted in the 
season, raced sometimes and sometimes 
played an athletic game ; but he held the 
theory, broadly speaking, that no man 
could be a gentleman (as most foreigners 
believe also) who engages in trade or 
pursues any mechanical occupation. 

"The war changed all that. Many of 

[ "2 ] 



Work as a Vital Part of Patriotism 

the richest planters had to go to work. 
Some of them had even to enter menial 
servitude in order to earn bread for their 
families. Then they found out that it 
was possible to preserve their scholarship, 
their refinement and their gentle man- 
ners, though they worked hard every day. 
It was an epochal discovery. 

"From that time, the dignity of labor 
was established in the South, as the Pil- 
grim Fathers had long before established 
it in New England, and as it must eventu- 
ally be e:tablished throughout the world, 
if the world is ever to rise to the full glory 
of the democratic ideal." 

The chief, and almost the only argu- 
ment of the advocates of Child Labor in 
our fields and factories, is that the chil- 
dren thus become early used to work, — a 

[ 113 ] 



Teaching the Child Patriotism 

habit which is productive of the best re- 
sults in later life. 

Carlyle's great essays upon work have 
inspired thousands; and in Professor 
Carl Hilty's wonderful volume called 
"Happiness," there is an essay on "Work," 
which every parent should read. He 
shows how laziness, — the inherent aver- 
sion to work, — has been a chief obstacle 
to progress in all ages; how hard labor 
was so universally relegated to slaves dur- 
ing early times that even to philosophers 
like Plato and Aristotle, any social sys- 
tem was unthinkable, which did not in- 
clude a slave class. 

One of Professor's Hilty's incidental 
remarks is worth mentioning. He speaks 
of the many excellent women who ob- 
serve scrupulously the injunction in the 

[ in] 



Work as a Vital Part of Patriotism 

Fourth Commandment to keep the Sab- 
bath Day holy; but who seem to fail to 
observe the opening sentence of the com- 
mandment, "Six days shalt thou labor"; 
often apparently thinking that one day 
out of the seven, or even none at all, is 
enough for that purpose. He feels that 
the progress of the world depends upon 
the combined and strenuous labor of 
every living man and woman for six days 
out of the seven, — with only occasional 
vacations! 

We are all probably agreed that every 
citizen should know how to support him- 
self. 

One of our truant officers went to a 
poor home to find out why a boy who 
lived there had been absent from school 
for several days. The mother reported 

[ 115 ] 



Teaching the Child Patriotism 

that the father was in the hospital, and 
that her only support was the small pay 
which this boy received for holding 
horses, doing errands for the corner gro- 
cer, and so on. 

The teapot stood on the stove, and the 
officer said, "But your boy will grow up 
ignorant if you keep him out of school 
like this. Don't you want him to know 
about tea, — where it grows and how it is 
prepared for the market?" 

"Oh," responded the poor woman, with 
a practical common sense which discon- 
certed her hearer, "I'd a dale rather he 
should know how to aim a pound of it." 

And in her desperate circumstances, it 
was far more necessary that he should. 

But in well-to-do households, where 
there is not much work that a child can 
[ 116] 



Work as a Vital Part of Patriotism 

do, especially in the city, how can he be 
trained up in habits of industry? 

This is a problem which, as we have 
said, confronts thousands of conscientious 
mothers, who believe profoundly in Mrs. 
Browning's pregnant lines: 

"Get work! Get work! Be sure 
That it is better than anything you work to get." 

Country children can gather the eggs, 
cut feed for the animals, often have a pet 
lamb, chickens, heifers or colts of their 
own to care for. There is little difficulty 
in finding "chores" for them to do. But 
the city boy and girl are not so fortunately 
situated. 

All that can be done for them is to 
devise errands, and to place upon them as 
much responsibility for small duties about 

[ 117] 



Teaching the Child Patriotism 

the house, as you think they can bear. 
They should spend as much time as pos- 
sible in the open air, playing in their 
own yard or, under close watch, in the 
street, — the playground of most city 
children. 

Every means that can be thought of 
should be used to make them despise the 
idea of idleness, and to love work. 

A distinguished professor in one of our 
great universities taught his classes that 
work was one of the cardinal evils, and 
that a prime endeavor of life should be 
to get along with as little work as pos- 
sible. 

A mother of one of his pupils, who had 

brought her son up to believe that work 

was noble and honorable, and that it 

ranked with the four gospels as a means 

[ 118 ] 



Work as a Vital Part of Patriotism 

of salvation from sin, has never forgiven 
that professor. He overturned in the 
mind of her son the ideal of the glory of 
work, which she had so painstakingly 
erected there, and it has never been fully 
re-established. No such man as that 
teacher should ever be given a position 
upon a college faculty. 

When one reads of the childhood of the 
vast majority of our distinguished men 
it seems chimerical to hope that children 
brought up in comfort, with plenty to eat 
and to wear, should ever attain to high 
positions. Most of our great men ap- 
pear to have struggled through seas of 
adversity, in order to get an education 
and a foothold in the world of literature 
or art or politics or finance. We recog- 
nize that it was the self-reliance and the 

[ 119 ] 



Teaching the Child Patriotism 

capacity for hard work thus developed, 
which brought them success. We know 
that it is a truism that poverty is the 
mother of muscle and of invention. 
Many wealthy parents have tried to sup- 
ply this great motive by depriving their 
children of luxuries, and making them 
work their way through college, or "be- 
gin at the bottom" of some business. 
This has sometimes, but not often, resulted 
well; for, after all, artificial poverty is 
only a blind, and the child has ever the 
underlying consciousness that it is, and 
that there is no real need that he should 
much exert himself. 

A lady who conducted a subscription 
class of society women in their own beau- 
tiful parlors, testified that their mental 
inertia was lamentable, and that the only 
[ 1 20 ] 



Work as a Vital Part of Patriotism 

two in her class of fifty, who really 
seemed to have any capacity for keen 
thought, were women who worked for a 
living. They had to make their minds 
nimble and bright in order to keep them- 
selves afloat. 

In Professor Drummond's remarkable 
book, "Natural Law in the Spiritual 
World," there is a striking illustration of 
the deteriorating effect of disuse upon or- 
gans, in the highly organized crab, which, 
when it finds a rich feeding-ground, at- 
taches itself to some convenient rock, 
loses one by one its feelers and tentacles 
and soon becomes a simple sac, fit only 
to suck up nourishment. 

Many of the absurd opinions and 
nearly all of the sins of the so-called 
"society" people can be laid to idleness. 

[ 121 ] 



Teaching the Child Patriotism 

The mind, seldom used to its capacity, 
becomes dull and unable to reason, and 
the moral nature loses its strength of con- 
viction. Nothing is worse for our coun- 
try than the increase of our idle classes. 
Its salvation is the slogan that every man 
and woman should work and earn at 
least a living. 

Our "leisure women" are realizing 
their plight, and most of them are enter- 
ing actively into our great philanthropic 
and civic organizations. The war has 
given them a splendid opportunity and it 
is a good sign for our nation that so many 
of them have seized it. The idle woman, 
whom George Meredith calls, "that bag- 
gage which has so hindered the march of 
civilization," is coming to realize her re- 
sponsibility as a citizen of a great demo- 
[ 122 ] 



Work as a Vital Part of Patriotism 

cratic nation. The leisure man among 
us is so rare that he is an almost negligible 
quantity, for which we may well be 
thankful. If we can get the child of 
America started well in the ways of in- 
dustry, the man is safe; for one who has 
experienced the transporting pleasure of 
achievement, can scarcely help wanting 
more of it. 

"The phrase, 'economy of effort/ so 
dear to Froebel's followers, had little 
meaning for Dr. William James," says 
Agnes Repplier. "He asserts that effort 
is oxygen to the lungs of youth, and that a 
noble, generous rivalry is the spur of ac- 
tion and the impelling force of civiliza- 
tion." 

It is certainly the "cue" of every patriot 
who loves his country. 

[ "3 ] 



Teaching the Child Patriotism 

The joy of work is well described by 
Cleveland Moffett in the article which 
has been mentioned. He says: "How- 
ever disagreeable work may be, life with- 
out work is even more disagreeable. All 
who have tried it, no matter how rich 
they are, agree that enforced idleness 
ranks among the most cruel of tortures. 
Men easily die of it, as doctors know, 
who every day order broken-down neu- 
rasthenics in their middle fifties, back into 
the business or professional harness they 
have foolishly retired from." 

The field of work for those women who 
are obliged or prefer to support them- 
selves, is broadening hopefully. Presi- 
dent Woolley of Mount Holyoke tells of 
seven of her recent graduates who took 
part lately in a symposium at the college, 
[ 124 ] 



Work as a Vital Part of Patriotism 

all of whom were engaged in paying 
work, but no one of whom was teaching, 
though that has hitherto been the main 
dependence of the wage-earning girl. 

One of these young women was a 
physician; the others were respectively: 
a lawyer; an interior decorator; an editor 
of the children's department of a well- 
known periodical ; a county agent in New 
York State; a member of the staff of the 
Children's Bureau at Washington; and 
the Secretary of the American Nurses' 
Association. 

Such incidents make us confident that 
the varied talents of our bright girls will 
soon .find as wide a scope as that enjoyed 
by our boys. 

And it cannot be too strongly empha- 
sized that regular daily work in early 

[ 125 ] 



Teaching the Child Patriotism 

life is invaluable in establishing habits 
of industry. 

A common expression used to be : "He 
has good habits," or "He has bad habits." 
We do not hear it so often nowadays, but 
the words are full of meaning. As a 
man's habits are, so is he. 

"Could the young but realize," says 
Mr. Moffett, "how soon they will become 
mere walking bundles of habits, they 
would give more heed to their conduct 
while in the plastic state." 

It is then that we mothers must mold 
them into the workers that we want them 
to be, and we must use the patriotic mo- 
tive to quicken their love of industry. 
In certain states this motive is strength- 
ened by laws compelling idle men to 
work. 

[ 126] 



Work as a Vital Part of Patriotism 

Robert Gair is the founder of what is 
now the greatest "paper-products" busi- 
ness in this country, and probably in the 
world. It is located in the Borough 
of Brooklyn, New York City. There 
Mr. Gair, on the occasion of his seventy- 
fifth birthday, made an address to his 
employees, a portion of which, as re- 
ported in the Brooklyn Eagle, was as 
follows : 

"No permanent achievement, whatever 
its form may be, appears to be possible 
without stress of labor. Nothing has 
come to me without persistent effort of 
the head and of the hand. Hard labor 
will win what we want, if the laws of na- 
ture are obeyed. Self-coddling and the 
fear of living strenuously, enfeeble char- 
acter and result in half-successes. Hard 
[ 127 ] 



Teaching the Child Patriotism 

labor has no penalties. It is the loss of 
hardihood through careless living that 
brings penalties. Do the one thing be- 
fore you with your whole heart and soul. 
Do not worry about what has gone by, 
nor what lies ahead, but rivet your mind 
and energies on the thing to be done now. 
Self-indulgence and late hours produce 
leaden hands and a listless brain, robbing 
your work of 'punch.' " 

Mr. Gair cast his first vote for Abra- 
ham Lincoln. He enlisted early in the 
Civil War and saw hard service. Less 
than two hundred of the original 1,087 
of his regiment remained to be mustered 
out at the close of the war. 

Surely his wise and uncompromising 
words indicate one of the most necessary 
ways in which our young people, who de- 

[ 128 ] 



Work as a Vital Part of Patriotism 

sire to show how much they love their 
country and wish to promote her glory, 
can contribute to it. 



[ 129 ] 



CHAPTER VIII 

A PATRIOT'S MANNERS AND MORALS 

Manners are the happy way of doing things. . . . 
Give a boy address and accomplishments, and you 
give him the mastery of palaces and fortunes. . . . 
The moral equalizes all; enriches, empowers all. — 
Emerson. 

THOUGHTFUL writer upon 
American customs recently remarked, 
"The morals of America are better than 
those of any other nation, but their man- 
ners are the worst." 

A certain mother once said, "I was al- 
ways so fearful that my children would 
become bad men and women that I de- 
[ 130 ] 



A Patriot's Manners and Morals 

voted all my attention to making them 
good. Then I was shocked to find, when 
they had grown up, that though their 
morals were satisfactory their manners 
were not." 

Perhaps most American mothers are 
like her. And that may be the reason 
why we have the reputation of being the 
worst-mannered of all the so-called 
"civilized" peoples. 

Still, the outlook is encouraging. Ob- 
serving critics have been heard to say 
that the children now growing up, in 
spite of many exceptions, have better 
manners than those who have preceded 
them. The public schools are 'more 
careful regarding such matters than they 
used to be, and so are parents. In fact, 
if it were not for our numerous importa- 

[ 131 ] 



Teaching the Child Patriotism 

tions from the countries which most se- 
verely criticize us, our American man- 
ners, on the whole, might be called pretty 
good. 

Have you not noticed how many labor- 
ing men remove their hats when apolo- 
gizing to you, or offering a seat in a street- 
car? Or say, "Excuse me?" when it is 
proper. Instead of staring at a cripple 
or a deformed person, as people used al- 
most invariably to do, in very many cases 
lately it has been remarked that eyes have" 
been politely turned away and an effort 
apparently made to appear unconscious 
of the misfortune. Parents are teaching f 
their children to eat more gracefully. v 
More hands are neatly manicured. Ip 
fact, perhaps we are going almost too far 
in this direction. In one of the "Coun- 
[ 132 ] 



A Patriot's Manners and Morals 

try Contributor's" interesting articles in 
the Ladies' Home Journal, she says, 
"Don't let anybody tell you that a lady or 
gentleman must have nice hands. It isn't 
true." She means, of course, that useful 
work, which often spoils the beauty of the 
hands, must be considered far more im- 
portant than the keeping of them immac- 
ulate. 

Quarrelsome and ill-bred children are 
still to be found among us, even in pretty 
good families; but in spite of the large 
class always present, who are chronic 
cbmplainers of the decadence of the 

"times, — a sure sign of approaching senil- 
ity,— it must be acknowledged that the 
manners of the children one meets nowa- 

. days are better than those of the last 
generation. 

[ 133 ] 



Teaching the Child Patriotism 

It would be a confession of the impo- 
tence of effort if this were not so. Thou- 
sands of women's clubs and scores of wom- 
en's periodicals have been hammering at 
"the bringing up of children," for, lo, 
these many years. Add to these, the thun- 
derings of the pulpit and of the lecture- 
platform, and we must admit that the best 
ways that we know of imparting infor- 
mation and inspiration are useless, un- 
less there has been within the last quar- 
ter-century an improvement in the be- 
havior of our children. We must re- 
member that civilization is a slow process, 
and one cannot readily believe that, even 
in the millennium, there will not be some 
silly mothers and some naughty children. 

It is said that we behave better, so far 
as outward signs go, when we wear our 

[ 134] 



A Patriot's Manners and Morals 

best clothes. Without fostering the love 
of dress, which is likely to be fully de- 
veloped without help, especially among 
our girls, it cannot be too strongly im- 
pressed upon our children that they must 
never appear before others without being 
neatly and properly dressed. A prin- 
cipal of a famous Normal School used to 
instruct his students that they must al- 
ways dress as well as they could afford. 

"It will have a good effect upon your 
pupils," he said, "and it will help to es- 
tablish the dignity of your profession.'' 

One of the few compliments which for- 
eign visitors generally paid us (before 
the war) was that we were a well-dressed 
people. 

Perhaps this has had more effect upon 
their estimation of us as a nation than 

[ i3S 3 



Teaching the Child Patriotism 

have some of our more solid virtues. 
Perhaps it is really a sign of the posses- 
sion of solid virtues. 

But, again, it is example which counts 
more than precept in the case of manners, 
as in everything else. If you wish your 
children to treat your wife with respect, 
you must treat her so yourself. If you 
rise when she enters the room; if you 
hasten to place a footstool for her; if you 
apologize for passing in front of her; if 
you hasten to help her up and down the 
rough places; then your children will 
do it. Otherwise, all of her and your 
injunctions will have small influence. 
There are good citizens and good soldiers 
who are uncouth and awkward in their 
manners, but a graceful courtesy clothing 
the more substantial qualities will give 

[ 136] 



A Patriot's Manners and Morals 

them far more weight in the community. 

One impatient boy complained to his 
fastidious mother, who was bound to 
make him a gentleman in manners, no 
matter what else he might become, "Oh, 
mother, it is nothing but Thank you/ and 
'I beg your pardon,' and jumping up to 
give people your seat, from morning to 
night — and I get so sick of it! When I 
grow up, I'm never going to say them or 
do them any more !" 

Courtly and polished manners are said 
to be impossible among the mass of the 
people in a republic. Let us try to show 
the world that this is false. Distinction 
of manner is not one of the great quali- 
ties of a nation, but if w r e wish to impress 
upon a somewhat incredulous world the 
glory and beauty of our institutions, we 
[ 137 ] 



Teaching the Child Patriotism 

shall find the cultivation of beautiful 
manners a great help. 

Dr. Lyman Beecher once said, "What 
a pity that so many of our finest and most 
self-sacrificing Christians have had rough 
manners! They have robbed their ex- 
ample of half its force." 

The current ambition that our nation 
should be courteous as well as brave, is 
shown plainly in the questions which 
come by the hundred to the "household 
departments" of our periodicals, espe- 
cially from mothers and young people. 
Points of good behavior and etiquette are 
expounded there so fully and so often that 
there would seem to be no excuse for any 
ignorance among us of the proper conduct 
in any situation. 

The printed answers to these questions 

[ 138] 



A Patriot's Manners and Morals 

do not always commend themselves to 
the judgment of the judicious; but, on 
the whole, they are satisfactory, especially 
when we consider that opinions of just 
what constitutes a lady or a gentleman 
have differed even among the best au- 
thorities- 

Thus, the old English social doctrine 
was that a gentleman is born, not made, 
and that no amount of training could 
graft the gentleman on one of humble 
lineage. 

Our own Admiral Sampson used to 
say that "certain specific advantages of 
training and education were needed to 
make a gentleman," — implying that gen- 
tlemanliness is an acquired art; and so 
the famous, but profoundly immoral 
Chesterfield, would have defined it, 

[ 139 ] 



Teaching the Child Patriotism 

though he considered good blood essen- 
tial also. 

Steele, in the "Tatler," observed that 
the appellation of "gentleman'-' is never 
to be affixed to a man's circumstances^ 
but to his behavior in them. Old Chau- 
cer puts the matter thus: "He is gentil 
that doth gentil dedes." 

The outside likeness to a gentleman or 
lady amounts to little, unless there is a 
kind heart behind it, for affectation and 
insincerity are in themselves bad manners. 
Huxley expressed it well when he said: 
"Thoughtfulness for others, generosity, 
modesty and self-respect are the quali- 
ties which make a real gentleman or 
lady, as distinguished from the veneered 
article which commonly goes by that 



name." 



[ HO ] 



A Patriot's Manners and Morals 

Thackeray gives the best definition of 
all, though his own manners were harshly 
criticized by some of his contemporaries. 
It was, "to be a gentleman is to be brave, 
to be honest, to be gentle, to be generous, 
to, be wise, and, possessing all these quali- 
ties, to exercise them in the most graceful 
manner." 

There are laws which forbid us to teach 
in our schools any particular religion, but 
there are no laws, as has already been 
said in this book, against the teaching of 
morals. Let us quote again Horace 
Mann's strong words: "Morals should 
be systematically taught in our schools, 
and not left for merely casual and occa- 
sional mention." 

Few text-books in morals are as yet sup- 
plied in our public schools, and little 

[ hi ] 



Teaching the Child Patriotism 

time is provided in the daily schedules 
for lectures upon them; but one great 
avenue to their understanding and at- 
tainment is still open. In many schools 
there is a story-telling hour at intervals, 
and, as Miss McCracken and her co-la- 
borers have proved, patriotism and every 
other virtue can be deeply impressed upon 
the youthful mind by stories. 

For instance, one of the most neces- 
sary qualities for the development of a 
strong and noble personality is courage. 
Now courage is not merely not being 
afraid, as Miss McCracken shows, and as 
many of the anecdotes of the present war 
prove. It is going ahead and doing your 
duty, even when you are afraid, — as al- 
most every human being is, when exposed 
to danger. Every one must have noticed, 

[ 142 ] 



A Patriot's Manners and Morals 

in reading the innumerable war-stories in 
our books and periodicals, how many 
times the soldier confesses, "My whole 
frame trembled and my heart was like 
water, but I kept right on," — and in sev- 
eral such cases we are told that some deed 
of extraordinary bravery was done by 
the faltering but determined man, which 
earned for him some medal or cross of 
merit. 

To go forward, no matter how the body 
may rebel, is the great test of courage. 
This advice is especially needed by our 
girls. Upon women and girls have fallen 
many of the men's tasks in these days, 
and great moral and physical courage is 
needed to meet them. Among the other 
inspiring words of Robert Gair are some 
to fit these new circumstances. 

[ H3 j 



Teaching the Child Patriotism 

"Most of you have more quality than 
you know/' he said. "Do not fear to put 
your ability to the test." 

Governor Whitman of New York, in 
a recent address at Mount Holyoke Col- 
lege, quoted these beautiful words of 
Phillips Brooks, "Do not pray for easy 
lives. Pray to be stronger. Do not pray 
for tasks equal to your powers. Pray for 
powers equal to your tasks." 

Our great task is to preserve this nation 
and its splendid ideals, so sacredly handed 
down to us by martyr-heroes. Our chil- 
dren must be taught that the task is great, 
whether peace or war befall us, but that 
God can impart the wisdom and courage 
to perform it, and hand it down unim- 
paired to their descendants. 

Frederick the Great was brought up to 

[ H4 ] 



Teaching the Child Patriotism 

be courageous, but his was chiefly the 
courage of battle. 

"Frederick the Great;" said Mr. James 
W. Gerard, our late Ambassador to Ger- 
many, in a recent address, "is the hero 
and model of Germany. His example, 
coupled with the teaching of Germany's 
leading philosophers, has built up that 
ideal of force and dominion which has 
been the undoing of that great nation. 
This ideal must be entirely demolished 
before they can ever resume that place in 
the brotherhood of nations, to which their 
gifts and attainments entitle them." 

As a model, Frederick the Great is 
repugnant to the soul of America. We 
may not all be Christians, but the claim 
that we are a Christian nation is justified 
by the fact that our ideals are the ideals 

[ i4S ] 



/ 



Teaching the Child Patriotism 

of Christianity, — of justice toward all, of 
the love of mercy, of equality of oppor- 
tunity for all, and of fraternity among 
men, of all races and creeds. Peace is 
one of the grandest things on earth; but, 
as Dean Howard Robbins reminds us, it 
is only a means to an end, — namely, this 
end : the coming of the kingdom of God. 
If war is required for this end, then we 
must for a time sacrifice peace. 



[ h6 1 



CHAPTER IX 

THE PATRIOT'S RELIGION AND IDEALS 



Who seeks and loves the company of great 
Ideals, and moves among them, soon or late 
Will learn their ways and language, unaware 
Take on their likeness. 

— President Samuel V. Cole. 



t. 



HE Venerable Bede wrote of a king 
of Northumberland and his counselors 
as debating whether the emissaries of 
Pope Gregory should be allowed to pre- 
sent to their people the Christian faith. 
A gray-haired Chief told of a little bird, 
which on a stormy night flew into his 

e 147] 



Teaching the Child Patriotism 

warm, bright dining-hall. It was a 
sweet moment for the bird, but his 
surroundings were unnatural. He was 
frightened, and presently out he flew into 
the storm again. 

"He came out of the dark, and into the 
dark he returned," said the old Chief. 
"Thus it is with human life. We come 
we know not whence. We depart we 
know not whither. If anybody can tell 
us anything about it, in God's name, let 
us hear him." 

And thus came the missionaries into 
Britain and made it a so-called religious 
nation. 

Our religious journals have discussed 
from many standpoints the possibility of 
making our own a religious nation. A 
formally "established" religion is espe- 

[ hs ] 



The Patriot's Religion and Ideals 

cially forbidden us. We all admit this 
to be wise, and that Church and State 
should be separate. Yet there are few 
thoughtful people who do not realize that 
each individual has his spiritual part, 
which must be fed and nourished, and 
that this cannot be done by culture alone. 
When a series of sex-films was on display 
in New York, and good people were won- 
dering whether more of good than bad 
would result to the young who flocked to 
see them, one distinguished man said to 
another, "Knowledge alone will never 
make men virtuous," — and no truer word 
was ever spoken, as the spectacle of highly 
educated Germany amply proves. 

We are told that there are other forces 
than the love of God and the desire to 
serve Him, which may elevate and re- 

[ 149 ] 



Teaching the Child Patriotism 

deem mankind. That old Gospel, we are 
told, is outgrown. By other means, char- 
acter, the banishment of injustice and 
crime and the establishment of univer- 
sal brotherhood can be just as well 
secured. 

First, Science was to do it. "From 
Huxley's 'Lay Sermons' of 1870," says 
the Christian Work, "to the latest fulmi- 
nation of Professor Haeckel, we have 
been hearing that Science was the true 
Messiah, the eliminator of all evil. Sci- 
ence was to be taught to our children in 
the place of the outworn fables of the 
Bible. 

Then came the prophets of Education. 
Herbert Spencer and his followers in- 
formed us that education was the pan- 
acea for all ills. Educate the people as 
[ ISO] 



The Patriot's Religion and Ideals 

to what is best and they will choose the 
best. 

The prophets of Culture came next. 
All that was necessary to bring in the 
millennium was the diffusion of art, liter- 
ature, music, philosophy. The mastery 
of the world by supermen was to be the 
religion that should create a strong and 
virtuous nation. Not meek men, not suf- 
fering Christs, but giant men, by force 
summoning perfect character and per- 
fect efficiency out of erring humanity. 

Economic Reform was the idol of the 
next decade or two. If we could get an 
eight-hour day, one day's rest in seven, a 
good wage, plenty to eat and model tene- 
ments, then religion, as the Church views 
it, would be superfluous. 

During the last forty or fifty years, all 

[ 151 ] 



Teaching the Child Patriotism 

of these gospels have been given a fair 
trial. "Science," says Dr. Frederick 
Lynch, "has driven the classics out of our 
colleges, and has almost jjecome the text- 
book of our Sunday Schools," — and yet 
it has worked little improvement in our 
national morals, and is just now devoted 
chiefly to the inventing of machines and 
chemicals for the slaughter of mankind. 
Even airships have apparently been used 
mostly for dropping bombs on play- 
grounds and nurseries. Education was 
never more general. Education has stood 
next to the army in the consideration of 
Germany. Many of our principal cheap 
politicians and grafters are educated men. 
Culture, too, is almost universal. 
Every town has its library and its 
women's clubs; and Chautauquas in sum- 

[ 152 1 



The Patriot's Religion and Ideals 

mer and courses of lectures and concerts 
in winter, are provided in our smallest 
villages. Germany has boasted of her 
culture, and we are proud of ours, — but 
it seems to have done little more than 
"to veneer the barbarian" in them and in 
us. 

All of the high-sounding promises of 
Economic Reform have failed as utterly. 
Germany's fine insurance plans, Eng- 
land's old-age pensions, the higher wages, 
shorter hours and better homes of the 
working people, have proven but vanity. 
"Be happy and you will be good" is not 
the great slogan of redemption, after all. 

Sects are vanishing, and that is well. 
But the great ideals of the Bible, the 
great Pattern of the life of Jesus Christ, 
thece are and ever must be the inspiration 

[ 153 ] 



Teaching the Child Patriotism 

of the passion for righteousness which 
we long to instill into our children. Sci- 
ence, Education, Culture, Economic Re- 
form — these are good and necessary 
things, — but they are, each and all, only 
parts of the greater Gospel, and that is 
what we must teach our children, if we 
are to make them good citizens; for, as 
a community without a church goes to 
pieces, so does character without religion. 

Familiarity with the Bible is one of 
the essentials to this teaching. Besides 
its ethical and spiritual power, its stories, 
its poetry and its great essays furnish so 
much literary culture that a man thor- 
oughly conversant with them is essentially 
a cultured being. 

One of our distinguished statesmen 
wandered into a backwoods church, 

[ iS4] 



The Patriot's Religion and Ideals 

where he heard a well-expressed, logical 
and highly spiritual discourse from a 
man who bore every mark in his outward 
appearance of having always lived in the 
locality. Upon inquiring where this re- 
markable preacher gained his knowledge, 
he found that he had always lived in an 
obscure hamlet and that his library con- 
sisted simply of his Bible and his hymn- 
book. 

Abraham Lincoln obtained his won- 
derful literary style largely from his 
study of the King James Bible. Webster 
recommended it as a model of condensed, 
dignified and vivid expression. Thou- 
sands of our best writers and orators are 
indebted to it for the high quality of their 
style, and many have so testified. 

The work of these writers, such as 

[ 155 1 



Teaching the Child Patriotism 

Shakespeare, Browning, Mrs. Browning, 
Tennyson, Matthew Arnold, Lowell, 
Longfellow, Bryant, Whittier, Sidney 
Lanier, are full of allusions and figures 
which cannot be understood by our young 
people unless they are familiar with the 
Bible. All of our greatest modern liter- 
ature is permeated with its language and 
its spirit. Every child should know its 
stories, should be made to learn some of 
its grand poetry, and should have its eth- 
ics and its spiritual lessons deeply graven 
upon their hearts. We can truly say of 
it: 

"Thou art the Voice to kingly boys 

To lift them through the fight." 

"The child, " says President Butler of 
Columbia University, "is entitled to his 

[ 156] 



The Patriot's Religion and Ideals 

religious as well as to his scientific, liter- 
ary and aesthetic inheritance. Without 
any one of them he cannot become a truly 
cultivated man. . . . If it is true that rea- 
son and spirit rule the universe, then the 
highest and most enduring knowledge is 
of the things of the spirit. That subtle 
sense of the beautiful and sublime which 
accompanies spiritual insight and is a 
part of it, — this is the highest achieve- 
ment of which humanity is capable. It 
is typified in the verse of Dante, in the 
prose of Thomas a Kempis, in the Sistine 
Madonna of Raphael and in Mozart's 
Requiem. To develop this sense in edu- 
cation is the task of art and literature; 
to interpret it is the work of philosophy; 
to nourish it is the function of religion. 
It is man's highest possession, and those 

[ iS7] 



/ 



Teaching the Child Patriotism 

studies which most directly appeal to it 
are beyond compare most valuable/' 

Theodore Roosevelt has recently given 
us a fair definition of religion. The New 
York Bible Society asked him to write 
a special message to be printed in the 
copies of the New Testament designed 
for soldiers and sailors. He sent the 
following: 

"The teachings of the New Testament 
are foreshadowed in Micah's verse: 
'What more doth the Lord require of thee 
than to do justice and to love mercy, and 
to walk humbly with thy God?' 

"Do justice: and therefore fight val- 
iantly against the armies of Germany and 
Turkey, for these nations in this crisis 
stand for the reign of Moloch and Beelze- 
bub upon this earth. 

[ 158] 



The Patriot 9 s Religion and Ideals 

"Love mercy ; treat prisoners well ; suc- 
cor the wounded; treat every woman as 
if she were your sister; care for little 
children ; be tender with the old and help- 
less. 

"Walk humbly; you will do so if you 
study the life and teachings of the 
Savior. 

"May the God of Justice and mercy 
have you in His keeping!" 

Mr. Roosevelt had evidently in mind 
the great prayer of George Washington 
for America, well-known to most Epis- 
copalians, but not so familiar to mem- 
bers of other sects. In fact, it is rather 
shameful that so few know it. Here 
it is: 

"Almighty God, we make our earnest 
prayer that thou wilt keep the United 

C 159] 



Teaching the Chil4 Patriotism 

States in thy holy protection; that thou 
wilt incline the hearts of the citizens to 
cultivate a spirit of subordination and 
obedience to government; to entertain a 
brotherly affection and love for one an- 
other and for their fellow citizens of the 
United States at large. And, finally, that 
thou wilt most graciously be pleased to 
dispose us all to do justice, to love mercy, 
and to demean ourselves with that char- 
ity, humility and pacific temper of mind, 
which were the characteristics of the 
Divine Author of our blessed religion, 
and without an humble imitation of whose 
example in these things we can never 
hope to be a happy nation. Grant our 
supplication, we beseech thee, through 
Jesus Christ our Lord, Amen." 

This prayer may well be taught to 
[ 160 ] 



The Patriot's Religion and Ideals 

every one of our boys and girls, and be 
used by them in their daily devotions. 

The Sunday School should be a nesting- 
place for patriotism as well as for reli- 
gion. It is occasionally felt by some 
among us, some even who are truly reli- 
gious, that the Sunday School accom- 
plishes little good. Powerful evidence to 
the contrary, in spite of its negative form, 
was afforded by Judge Fawcett of Brook- 
lyn, when he testified that of the twenty- 
seven hundred men and women brought 
before his court during the last five years, 
not one had ever seen the inside of a 
Sunday School. The Sunday School has 
never been developed to its right capacity. 
It can be made a tremendous engine for 
the manufacture of religious men and 
women, and enthusiastic patriots. 
C 161 ] 



Teaching the Child Patriotism 

For that is what we greatly need 
in this country, — enthusiastic patriots. 
Dr. Jowett dwells especially upon the 
value of enthusiasm. 

"No virtue is safe," he says, "until it 
becomes enthusiastic. It is safe only 
when it becomes the home of fire. In the 
high realms of the spirit, it is only the 
passionate that is secure. The seraphim, 
those pure spirits who are in the immedi- 
ate service of the Lord, are the 'burning 
ones,' and it is their noble privilege to 
carry fire from off the altar and touch 
with purifying flame the lips of the un- 
clean." 

Nothing will more certainly enkindle 
this life-giving flame than the study of 
the lives of great heroes, — first, those of 
sacred writ, the patriarchs, prophets and 

[ 162] 



The Patriot's Religion and Ideals 

apostles, of whom the world was not 
worthy; then the noble army of the 
martyrs and the brave men of the great 
Middle Age; then John Wesley, John 
Fox, Roger Williams, Whitefield, John 
Knox, John Huss, John Calvin, — how 
ignorant our children are of the thrill- 
ing heroisms of the past! 

Agnes Repplier, in one of her brilliant 
essays, illustrates this disgraceful fact 
with this anecdote : 

"American children go to school six, 
eight or ten years, and emerge with a mis- 
understanding of their own country and 
a comprehensive ignorance of all others. 
They say, 'I don't know any history,' as 
casually as they might say, 'I don't know 
any chemistry.' A smiling young fresh- 
man told me recently that she had been 

[ 163 ] 



Teaching the Child Patriotism 

conditioned because she knew nothing 
about the Reformation. 

" 'You mean — ' I began questioningly. 

" 'I mean just what I say,' she inter- 
rupted. 'I didn't know what it was or 
where it was, or who had anything to do 
with it' 

"I said I didn't wonder she had come 
to grief. The Reformation was some- 
thing of an episode. When I was a 
schoolgirl, I was never done studying 
about the Reformation. . . . We cannot 
leave John Wesley any more than we 
can leave Marlborough or Pitt out of 
the canvas. . . . History is philosophy 
teaching by example, and we are wise 
to admit the old historians into our 
counsel." 

Walter Savage Landor devoted one of 

1 16 4 ] 



The Patriot's Religion and Ideals 

his most eloquent paragraphs to this sub- 
ject : "Show me how great projects were 
executed, great advantages gained and 
great calamities averted. Show me the 
generals and the statesmen who stood 
foremost that I may honor them. Tell 
me their names that I may repeat them 
to my children. Show me whence laws 
were introduced, upon what foundation 
laid, by what custody guarded, in what 
inner keep preserved. Place History on 
her rightful throne." 

It is true that most of the great for- 
ward steps of civilization have been made 
by war. Our brave soldiers of 1776, of 
1812, of 1847, of 1861, and of 1898, are 
rightly our most revered heroes. Our 
children should know the stories of their 
lives. 

[ 165] 



Teaching the Child Patriotism 

But the heroes of duty should be even 
more emphatically impressed upon their 
minds. It is true that warriors are sol- 
diers of conscience no less than others, but 
our children will, we hope, need chiefly 
the heroism of civil life, which, being 
less showy, requires more of resolution. 
Here is a tale of a soldier who kept his 
courage in another place than the battle- 
field: 

Colonel Higginson was once asked 
what was the bravest deed that he ever 
saw done in the Civil War. He replied 
that the bravest deed he ever witnessed 
was not done in battle. It was at a ban- 
quet, where several officers had related 
salacious stories, and the turn came of a 
young lieutenant. He rose and said, "I 
cannot tell a story, but I will give you a 
[ 166] 



The Patriot's Religion and Ideals 

toast, to be drunk in water, — Our 
Mothers." 

There was a hush of guilty silence, and 
soon the party broke up. 

May our sons never be placed in similar 
circumstances, but if they are, may they 
show a similar bravery! 

It may be remembered that a story al- 
most identical with this was told of Gen- 
eral Grant. 

The lives of Livingston, of Stanley, of 
Paton, of Elizabeth Fry, of Florence 
Nightingale, of Julia Ward Howe, of 
Alice Freeman Palmer, of Anna H. 
Shaw, — of Wilberforce, of Judson, and 
of men like the late Joseph H. Choate 
should be made familiar to our young 
people and a desire awakened to emulate 
their example. 

[ 167] 



Teaching the Child Patriotism 

Unfortunately the "path of duty" is not 
often at present "the way of glory," — but 
it is a part of religion that the glory of 
an approving conscience and of the final 
smile of God should rank far above fleet- 
ing earthly fame. The Boy Scouts, in 
their excellent creed, embody this idea, 
and so do the Camp-Fire Girls. Both 
set up the right ideals, which is the main 
object of true education. 

"The Country Contributor" to the 
Ladies' Home Journal, feels that our 
nation is suffering from a falling-away 
in this respect, and that our ideals and 
our strength to follow them are going to 
be improved by the great war. 

"We shall have heroes to mourn for," 
she says, "not moral degenerates, not 
financial failures, not self-satisfied good 
[ 168] 



The Patriot's Religion and Ideals 

citizens, dying of slow spiritual decay. 
Maybe our men will wake up. Perhaps 
new-born men may flash upon our vision 
as Custer did at the Grand Review. 

"During that three-days' march of the 
Grand Review, somebody flung a wreath 
of flowers from a window, and it dropped 
upon the beautiful head of General Cus- 
ter, with his leonine mane of yellow hair 
falling on his shoulders. His horse was 
frightened and ran; so Custer rode, a 
wild, beautiful figure of young Victory, 
down the length of Pennsylvania Ave- 
nue. Or like Phil Kearney at Seven 
Pines, with his one arm still left and the 
reins in his teeth." 

Alfred Noyes, in the Bookman, has 
pointed out to a scoffing man who has be- 
littled our heroes and our history, and 

[ 169] 



Teaching the Child Patriotism 

says, "There are no ghosts in America," 
the fact that we have abundant romance 
and heroism within our annals, and names 
some of the men and events which stand 
for them, adding: 

"Must all those dead He still? 

Must not the night disgorge 
The ghosts of Bunker Hill, 

The ghosts of Valley Forge, 
Or England's mightier son 
The ghost of Washington? 

"No ghost where Lincoln fell? 

No ghosts for seeing eyes? 
I know an old cracked bell 

Shall make ten million rise, 
When his immortal ghost 
Calls to the slumbering host." 

But the chief element in the child's 
ideal should be democracy. His idea of 
"classes" and of "masses" should be that 
a democracy has none. 
[ 170 ] 



The Patriot's Religion and Ideals 

"Imagine!" cried a gaily dressed young 
woman one day, "that shop-girl is actually 
trying to be a lady!" — yet that shop-girl 
was gentle and refined and far more of a 
lady than the silly rich girl who so vul- 
garly criticized her. 

"I wish we had more clearly defined 
classes here in America/' remarked an 
apparently loyal American woman (she 
was wearing conspicuously an American 
flag brooch). "It is a much more com- 
fortable way." 

She represents a considerable section 
among us, who would like a return to 
titles and class decorations in our social 
system. You have doubtless observed 
that such people always expect themselves 
to be included in the gentry-and-nobility 
class. Our forefathers, with a vision and 

c 171 ] 



Teaching the Child Patriotism 

a valor far in advance of their time, 
fought and died on purpose to abolish 
such distinctions, and may they never re- 
turn! Some undiscerning ones insist that 
we are as truly "classified" as is any Euro- 
pean monarchy; but they do not seem to 
realize that with us caste and class change 
with almost every generation. The great 
name and estate are not handed down by 
primogeniture from father to son. 

"The only 'lower orders,' " said Horace 
Mann, "are those who do nothing for the 
good of mankind. The word 'classes' is 
not a good American word. In a repub- 
lic there should be but two classes, — the 
educated and the uneducated ; and the one 
should gradually merge into the other un- 
til all are educated." 

He summed up the whole matter thus : 
[ 172 ] 



The Patriot's Religion and Ideals 

"The law of caste includes within itself 
every iniquity, because it lives by the prac- 
tical denial of human brotherhood." 

Teach your children this lesson thor- 
oughly. 

Pasteur defined democracy as "that 
form of government which permits every 
individual citizen to develop himself to 
do his best for the common good." We 
must come to recognize that "common 
good" means not only the good of our own 
nation but that of the world. May not 
Pasteur's definition be used as a basis for 
the great democratic principle to which 
we look forward as the security for the 
peace of the world? 

The Athenian's patriotism was for 
Athens. The Spartan's was for Sparta, 
the Roman's was far more for the citv of 

[ 173 1 



Teaching the Child Patriotism 

Rome than for the empire. Ours should 
be, first, for our own land, but then for 
the world. It would be a traitor and a 
craven who would in a shipwreck save an- 
other man's wife before his own, if he 
could help it. So patriotism, like char- 
ity, begins at home. But equally true is 
what Lowell wrote : 

"He's true to God who's true to man; wherever 
wrong is done, 

To the humblest and the weakest, 'neath the all- 
beholding sun, 

That wrong is done to us; and they are slaves 
most base, 

Whose love of right is for themse*ves, and not 
for all their race." 

De Tocqueville, years ago, reproached 

his own nation with being willing to fight 

only for its own liberty, while to the 

Anglo-Saxon the liberty of his neighbor 

[ 174] 



The Patriot's Religion and Ideals 

was also dear. Since then, France has 
developed. To her, also, is the liberty of 
her neighbor dear. May it ever be so to 
us! 

Perhaps the whole content of this little 
volume is gathered up in Edwin Mark- 
ham's splendid lines: 

"What do we need to keep the nation whole, — 
To guard the pillars of the state? We need 
The fine audacities of honest deed; 
The homely old integrities of soul; 
The swift temerities that take the part 
Of outcast right — the wisdom of the heart; 
Brave hopes that Mammon never can detain, 
Nor sully with his gainless clutch for gain. 



"We need the Cromwell fire to make us feel 
The common burden and the public trust 
To be a thing as sacred and august 
As the white vigil where the angels kneel. 
We need the faith to go a path untrod, 
The power to be alone and vote with God." 
THE END 



\ GO, GET 'EM! { 

&y William A. Wellman 

Marechal des Logis of Escadrille N. 87 
The True Adventures of an American Aviator of 
the Lafayette Flying Corps who was the Only 
Yankee Flyer Fighting over General Pershing's 
Boys of the Rainbow Division in Lorraine when 
they first "Went Over the Top." 

Cloth decorative, i2mo, illustrated y $1.50 

When a young Yankee athlete makes up his mind to 
play a part in the most thrilling game which the world 
has ever witnessed — war in mid air — the result is cer- 
tain to produce a heart-thrilling story. 
Bj Many such tales are being told to-day, but few, if 
g any, can hope to approach that lived and now written 
8 by Sergeant "Billy" Wellman, for he engaged in some 
g of the most amazing air battles imaginable, during the 
5 course of which he sent tumbling to destruction seven 
3 Boche machines — achievements which won for him the 
3 coveted Croix de Guerre with two palms. 
5 Marechal Wellman was the only American in the air 

2 over General Pershing's famous "Rainbow Division" 
H when the Yankee troops made their historic first over- 

3 the-top attack on the Hun, and during that battle he 
B was in command of the lowest platoon of French fight- 
H ing planes and personally disposed of two of the 
a enemy's attacking aircraft. 

3 His experience included far more than fighting above 

H the firmament. He was in Paris and Nancy during 

3 four distinct night bombing raids by the Boche and 

2 participated in rescues made necessary thereby; he, 

5 with a comrade, chased two hostile machines far into 

8 Germany and shot up their aviation field ; he was lost 

5 in a blizzard on Christmas Day; he was in intimate 

$ touch with the men and officers of the Rainbow Divi- 

S sion, and was finally shot down by anti-aircraft guns 

i from a height of 5300 metres, escaping death by a 

$ miracle, but so seriously wounded that his honorable 

* discharge followed immediately. 

I Sergeant Wellman's story is unquestionably the most 

5 unusual and illuminating yet told in print. 





WDaa CT OH09gaa Og aOBOBa H 080BOBg « IOBBH3 H 09aHD8e H aHOtt 

THE STRANGE ADVENTURES 
OF BROMLEY BARNES f 

fT}y George Barton 

Author of "The Mystery of the Red Flame," "The 

World's Greatest Military Spies and Secret 

Service Agents" etc. 

Cloth decorative, i2mo, illustrated, $1.50 

? 

Mr. Barton first "broke into print," as the saying 
goes, with a mystery story entitled "The Scoop of the 
Session," which was published in Collier's a number of 
years ago, and has the reputation of having written 
more short detective stories than any other writer in 
the United States. 

In this new book Mr. Barton sets forth in absorbing 
fashion the Strange Adventures of Bromley Barnes, 
retired detective, but whose interest in the solution of 
baffling cases in public and private life is just as keen 
as in his days of active Government service. 

Worried and harassed Government officials, also per- 
plexed and anxious private individuals, seek the services 
of the astute detective in national problems and per- 
sonal matters, and just how the suave and diplomatic 
Barnes clears away mysteries makes a story that is 
mighty good reading. 

S080B080BOBOB080E 





DAWSON BLACK, RETAIL § 
MERCHANT I 



(By Harold Whitehead 

Assistant Professor of Business Method, The College 

of Business Administration, Boston University, 

author of " The Business Career of Peter 

Flint," "Principles of Salesmanship," etc. 

Illustrated by John Goss, cloth, i2mo, $1.50 



As Assistant Professor of Business Method in Boston 
University's famous College of Business Administra- 
tion, the author's lectures have attracted widespread 
attention, and the popularity of his stories of business 
life, which have appeared serially in important trade 
magazines and newspapers all over the country, has 
created an insistent demand for their book publication. 

DAWSON BLACK is the story of a young man's 
first year in business as a store owner — a hardware 
store, but the principles illustrated apply equally to 
any other kind of retail store. In bright, pithy style 
the author narrates the triumphs and disasters, the 
joys and sorrows, the problems and their solutions with 
which a young employer, just commencing his career, 
is confronted. Relations with employees, means of 
fighting competition, and trade psychology in adver- 
tising are some of the important subjects treated. 

The hero's domestic career lends the "human 
interest " touch, so that the book skilfully combines 
fact with fiction, or "business with pleasure," and is 
both fascinating and informative. 



1 

I THE MAN WHO WON 

I OR, THE CAREER AND ADVENTURES OF 

THE YOUNGER MR. HARRISON 

2?!/ Leon D. Hirsch 



Cloth decorative, l2tno, illustrated by William Van 
Dresser, $1.50 



9 



Mr. Hirsch has given the public a novel decidedly 
out of the ordinary — a stirring story of political life 
combined with a romance of absorbing interest. 

In compelling fashion the author tells how Edward 
Harrison, recognized political boss, who had long con- 
trolled the affairs of a prosperous city, was forced to 
admit that his unprincipled political methods must 
give way to clean government, an exponent of which 
he sees in his son. 

Cleverly the author depicts Edward Harrison, the 
unscrupulous political boss; Jack Harrison, his son, 
who differs quite a bit from his father; Mrs. Harrison, 
the indefatigable social climber; and Alice Lane, a 
bright, lovable girl; and around these widely different 
characters Mr. Hirsch has written a vivid story of 
politics, ambition, love, hate and — best of all — of 
real life that grips the reader. 







■!■;■;■;■;■;■;■ :■;■;■;■ 



$ A new " Blossom Shop " story 3 

ITHE MT. BLOSSOM GIRLS § 

{By Is la May Mullins 

A sequel to "The Blossom Shop," "Anne of the Blos- 
som Shop " and a Anne's Wedding " 

Illustrated, cloth, i2mo, decorative jacket, $1.50 



In this fourth and last volume of The Blossom Shop 
stories May Carter and Gene Grey, who have won 
countless friends among readers of the series, come 
before them now as the center of interest. University 
graduates, the two girls come forth enamoured of the 
settlement idea, and proceed to carry it out at the 
mining and iron ore plant of their father in the 
mountains of Alabama, with the added interest of effort 
among the quaint mountaineers of the region. Things 8 
move at a lively pace from the moment of their arrival — g 
things unexpected and gay and tragic, which put them $ 
on their mettle, but do not find them wanting. The 5 
girls are much imbued with the new independence of g 
woman as well as with thought of her broadened sphere, ^ 
and Cupid, who lingers near, is beset by various un- & 
yielding obstacles, but conquers in the end. The book g 
has for an underlying thread ideals of the same high 8 
type which have characterized the former volumes. re 




ce»»K8»^c8»^c8»»5caa8Kae^ce»^i 




THE MYSTERY OF THE 
RED FLAME 

2Jp George Barton 

Author of " The World's Greatest Military Spies and 
Secret Service Agents" etc. 

Cloth, i2mo, illustrated, $1.50 

Take the glorious red flame diamond from the 
museum at Rio de Janeiro, a wily Brazilian rascal, as 
conceited as he is clever, romantic as well as a rogue, a 
little-talking but much-doing American Secret Service 
man, a diamond merchant whose activities won't bear a 
customs inspector's searchlight, and of course a beauti- 
ful girl! Imagine them all interested intensely in the 
diamond and most of them in the girl. It is evident 
that these ingredients are ideal for the thrilling mystery 
tale, especially when the author is a newspaper man 
whose hobby is the study of crime and criminals. 

THE MYSTERY OF THE RED FLAME is the 
story par excellence to be read in conjunction with the 
shaded lamp, the arm chair and the open fire ! 



■C8»»C839»C838»C83a83C808D83C839»3C85- 





Selections from 

The Page Company's 

List of Fiction 



WORKS OF 

ELEANOR H. PORTER 

Each, one volume, cloth decorative, 12mo, illustrated, $1.50 

POLLY ANNA: The GLAD Book (400,000) 

Trade Mark Trade Mark 

Mr. Leigh Mitchell Hodges, The Optimist, in an editorial for 
the Philadelphia North American, says: "And when, after 
Pollyanna has gone away, you get her letter saying she is 
going to take 'eight steps' tomorrow — well, I don't know just 
what you may do, but I know of one person who buried his 
face in his hands and shook with the gladdest sort of sadness 
and got down on his knees and thanked the Giver of all 
gladness for Pollyanna." 

POLLYANNA GROWS UP: The Second GLAD Book 

Trade Mark (200 000) Trade Mark 

When the story of Pollyanna told in The Glad Book was 
ended, a great cry of regret for the vanishing " Glad Girl " 
went up all over the country — and other countries, too. Now 
Pollyanna appears again, just as sweec and joyous-hearted, 
more grown up and more lovable. 

" Take away frowns ! Put down the worries ! Stop fidgeting 
and disagreeing and grumbling ! Cheer up, everybody ! Polly- 
anna has come back ! " — Christian Herald. 



The GLAD Book Calendar 

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THE POLLYANNA CALENDAR 

Trade Mark 

(This calendar is issued annually; the calendar for the new 
year being ready about Sept. 1st of the preceding year. Note: 
in ordering please specify what year you desire.) 

Decorated and printed in colors. $1.50 

" There is a message of cheer on every page, and the calen- 
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THE PAGE COMPANY'S 



WORKS OF ELEANOR H. PORTER (Continued) 

MISS BILLY (19th printing) 

Cloth decorative, with a frontispiece in full color from a 
painting by G. Tyng $1.50 

"There is something altogether fascinating about 'Miss 
Billy/ some inexplicable feminine characteristic that seems to 
demand the individual attention of the reader from the moment 
we open the book until we reluctantly turn the last page." — 
Boston Transcript. 

MISS BILLY'S DECISION (12th printing) 

Cloth decorative, with a frontispiece in full color from a 
painting by Henry W. Moore. 

$1.50 
"The story is written in bright, clever style and has plenty 

of action and humor. Miss Billy is nice to know and so are 

her friends." — New Haven Times Leader. 

MISS BILLY — MARRIED (10th printing) 

Cloth decorative, with a frontispiece in full color from a 

painting by W. Haskell Coffin. 

$1.50 

"Although Pollyanna is the only copyrighted glad girl, 
Billy is just as glad as the younger figure and radiates just 
as much gladness. She disseminates joy so naturally that we 
wonder why all girls are not like her." — Boston Transcript. 

SIX STAR RANCH (20th Printing) 

Cloth decorative, 12mo, illustrated by R. Farrington Elwell. 

$1.50 

" 'Six Star Ranch' bears all the charm of the author's genius 
and is about a little girl down in Texas who practices the Tolly- 
anna Philosophy' with irresistible success. The book is one of 
the kindliest things, if not the best, that the author of the Polly- 
anna books has done. It is a welcome addition to the fast- 
growing family of Glad Books." — Howard Russell Bangs in the 
Boston Post. 

CROSS CURRENTS 

Cloth decorative, illustrated. $1.25 

"To one who enjoys a story of life as it is to-day, with its 

sorrows as well as its triumphs, this volume is sure to appeal." 

— Book News Monthly. 

THE TURN OF THE TIDE 

Cloth decorative, illustrated. $1.35 

"A very beautiful book showing the influence that went to 
the developing of the life of a dear little girl into a true and 
good woman." — Herald and Presbyter, Cincinnati, Ohio. 



LIST OF FICTION 



WORKS OF 

L. M. MONTGOMERY 

THE FOUR ANNE BOOKS 
Each, one volume, cloth decorative, 12mo, illustrated, $1.50 
ANNE OF GREEN GABLES (43rd printing) 

" In * Anne of Green Gables ' you will find the dearest and 
most moving and delightful child since the immortal Alice." — 
Mark Twain in a letter to Francis Wilson. 

ANNE OF AVONLEA (28th printing) 

" A book to lift the spirit and send the pessimist into bank- 
ruptcy ! " — Meredith Nicholson. 

CHRONICLES OF AVONLEA (7th printing) 

" A story of decidedly unusual conception and interest." — 
Baltimore Sun. 

ANNE OF THE ISLAND (12th printing) 

" It has been well worth while to watch the growing up of 
Anne, and the privilege of being on intimate terms with her 
throughout the process has been properly valued." — New 
York Herald. 

Each, one volume, cloth decorative, 12mo, illustrated, $1.50 

THE STORY GIRL (ioth printing) 

" A book that holds one's interest and keeps a kindly smile 
upon one's lips and in one's heart." — Chicago Inter-Ocean. 

KILMENY OF THE ORCHARD (nth printing) 

" A story born in the heart of Arcadia and brimful of the 
sweet life of the primitive environment." — Boston Herald. 

THE GOLDEN ROAD (6th printing) 

" It is a simple, tender tale, touched to higher notes, now 
and then, by delicate hints of romance, tragedy and pathos." — 
Chicago Record-Herald. 



THE PAGE COMPANY'S 



NOVELS BY 

ISLA MAY MULLINS 
THE BLOSSOM SHOP: A Story of the South 

Cloth decorative, illustrated by John Goss. 

$1.5C 

" Frankly and wholly romance is this book, and lovable — a; 
is a fairy tale properly told. And the book's author has a style 
that's all her own, that strikes one as praiseworthily original 
throughout." — Chicago Inter-Ocean. 

ANNE OF THE BLOSSOM SHOP: Or, the Grow- 
ing Up of Anne Carter 

Cloth decorative, with a frontispiece in full color from a 
painting by Z. P. Nikolaki $1.50 

" A charming portrayal of the attractive life of the South, 

refreshing as a breeze that blows through a pine forest." — 

Albany Times-Union. 

ANNE'S WEDDING 

Cloth decorative, with a frontispiece in full color from a 
painting by Gene Pressler $1.50 

" The story is most beautifully told. It brings in most 
charming people, and presents a picture of home life that is 
most appealing in love and affection. It is a delightful tale, 
highly refreshing and most entertaining." — Every Evening, 
Wilmington, Del, 

NOVELS BY 

DAISY RHODES CAMPBELL 
THE FIDDLING GIRL 

Cloth decorative, illustrated $1.50 

"A thoroughly enjoyable tale, written in a delightful vein of 
sympathetic comprehension." — Boston Herald. 

THE PROVING OF VIRGINIA 

Cloth decorative, illustrated $1.50 

" A book which contributes so much of freshness, enthusiasm, 

and healthy life to offset the usual offerings of modern fiction, 

deserves all the praise which can be showered upon it." — 

Kindergarten Revieio. 

THE VIOLIN LADY 

Cloth decorative, illustrated $1.50 

" The author's style remains simple and direct, as in her pre- 
ceding books, and her frank affection for her attractive heroine 
will be shared by many others." — Boston Transcript. 






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